Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship

Hagenauer, Gerda; Hascher, Tina; Volet, Simone E. (2015). Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education, 30(4), pp. 385-403. Springer 10.1007/s10212-015-0250-0

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The present study explores teacher emotions, in particular how they are predicted by students’ behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel (2014), teachers rated their experienced joy, anger and anxiety during classroom instruction (dependent variable). Students’ motivational behaviour (= engagement), socio-emotional behaviour (= discipline in class) and relational behaviour (= closeness; interpersonal TSR) were assessed as the independent variables. Teachers’ self-efficacy beliefs served as a control variable. Hierarchical regression analysis revealed that the interpersonal relationship formed between teachers and students was the strongest predictor for teachers’ joy (positive relation) and anxiety (negative relation), whereas lack of discipline in class best predicted teachers’ anger experiences. Students’ engagement also proved a significant predictor of teacher emotions. The results suggest that interpersonal TSR plays a particularly important role in teachers’ emotional experiences in class.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > School and Teaching Research
07 Faculty of Human Sciences > Institute of Education

UniBE Contributor:

Hagenauer, Gerda and Hascher, Tina

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

0256-2928, 1878-5174

Publisher:

Springer

Language:

English

Submitter:

Noemi Martina Casola

Date Deposited:

28 Jan 2016 10:31

Last Modified:

11 Sep 2017 07:33

Publisher DOI:

10.1007/s10212-015-0250-0

Uncontrolled Keywords:

Teacher emotion, Teacher-student relationship, Classroom management, Teacher wellbeing

BORIS DOI:

10.7892/boris.74668

URI:

https://boris.unibe.ch/id/eprint/74668

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