The Dark Side of Emotion in the Classroom: Emotional Processes as Mediators of Teacher Communication Behaviors and Student Negative Emotions

Autor/inn/en	Mazer, Joseph P.; McKenna-Buchanan, Timothy P.; Quinlan, Margaret M.; Titsworth, Scott
Titel	The Dark Side of Emotion in the Classroom: Emotional Processes as Mediators of Teacher Communication Behaviors and Student Negative Emotions
Quelle	In: Communication Education, 63 (2014) 3, S.149-168 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2014.904047
Schlagwörter	Emotional Response; Theories; Teacher Student Relationship; Interpersonal Communication; Negative Attitudes; Psychological Patterns; Anxiety; Student Surveys; Hypothesis Testing; Predictor Variables; Structural Equation Models; Goodness of Fit; Student Attitudes; Communication Skills; Teacher Behavior; Communicative Competence (Languages); Nonverbal Communication; College Students; Likert Scales; Questionnaires + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Theory; Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation; Negative Fixierung; Angst; Schülerbefragung; Hypothesenprüfung; Hypothesentest; Prädiktor; Schülerverhalten; Kommunikationsstil; Teacher behaviour; Lehrerverhalten; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Non-verbal communication; Nonverbale Kommunikation; Collegestudent; Likert-Skala; Fragebogen
Abstract	Based on emotional response theory (ERT), recent researchers have observed connections between teachers' communication behaviors and students' emotional reactions. In the present study, we further elaborated ERT by exploring the effects of teacher communication behaviors and emotional processes on discrete negative emotions, including anger, anxiety, shame, hopelessness, and boredom. Using cross-sectional survey data, we tested a hypothesized predictive model using structural equation modeling; the model was observed to fit well with the data. When teachers lack immediacy, are unclear, and/or demonstrate poor communication competence, students tend to report heightened negative emotional reactions. These effects are mediated by students' perceptions of social support from their teacher and their perceived need for emotion work in the class. Practical and theoretical implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10