Emotional Transmission in the Classroom: Exploring the Relationship between Teacher and Student Enjoyment

Autor/inn/en	Frenzel, Anne C.; Goetz, Thomas; Ludtke, Oliver; Pekrun, Reinhard; Sutton, Rosemary E.
Titel	Emotional Transmission in the Classroom: Exploring the Relationship between Teacher and Student Enjoyment
Quelle	In: Journal of Educational Psychology, 101 (2009) 3, S.705-716 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0014695
Schlagwörter	Middle School Students; Student Attitudes; Structural Equation Models; Grade 7; Mathematics Teachers; Classroom Environment; Teacher Influence; Social Cognition; Emotional Response; Teacher Attitudes; Grade 8; Mathematics Instruction; Affective Behavior; Interaction; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; School year 07; 7. Schuljahr; Schuljahr 07; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Soziale Kognition; Emotionales Verhalten; Lehrerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics lessons; Mathematikunterricht; Affective disturbance; Active behaviour; Affektive Störung; Interaktion; Ausland; Deutschland
Abstract	In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2 time points (Grades 7 and 8). At Time 2, mathematics teachers' reports of their enjoyment of teaching were available (N = 71), as well as student ratings of teacher enthusiasm. The findings were in line with theoretical expectations. Multilevel structural equation modeling showed that teacher and student enjoyment were positively related even when the authors adjusted for students' previous-class levels of mathematics enjoyment, and that the effect of teacher enjoyment on student enjoyment was mediated by teacher enthusiasm. Discussion centers on the practical implications for affective interactions in the classroom. (Contains 1 figure, 2 tables, and 3 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10