Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale

Titsworth, Scott; Quinlan, Margaret M.; Mazer, Joseph P.

doi:10.1080/03634521003746156

Cited by 96 publications

(97 citation statements)

References 47 publications

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“…Teachers' behaviors impact students' thinking in class, and these experiences are related to various indicators of their motivation, affective, and cognitive learning (Titsworth, Quinlan, & Mazer, 2010). One of the essential principles for improving middle-grade education is to establish a healthy and overall quality of school environment.…”

mentioning

confidence: 99%

A cross-national study of students’ attitudes toward school

Lai

Stevens²,

Martínez³

et al. 2015

Pastoral Care in Education

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Using an international educational database, PISA 2009, this study investigates and analyzes 15-year-old students' attitudes toward school in 11 Asia-Pacific units (country, city, or area). For each unit, the study demonstrates four types of students' attitudes toward school, compares male and female students, and examines the relationships of the students' attitudes with their socioeconomic status, school size, school climate, class disciplinary problems, and teachers' treatment of students. Finally, this study predicts students' reading interests and achievements based on their attitudes toward school. The results reveal that students' attitudes toward school are strongly related with class disciplinary problems, teachers' treatment of students, and academic interests. Two types of positive attitudes were similar among the participating countries, and two types of negative attitudes were related with educational variables more strongly. The findings provide a perspective on what students' attitudes are toward school and contribute meaningfully to the literature for intensive research of school psychology, counseling, family, administration, school climate, and cross-national educational comparisons.

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confidence: 99%

A cross-national study of students’ attitudes toward school

Lai

Stevens²,

Martínez³

et al. 2015

Pastoral Care in Education

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“…Sorensen (1989) reported a positive association between teacher self-disclosure and student affective learning. Researchers also found that teacher self-disclosure leads students to perceive instructors as clear (Wambach & Brothen, 1997) and creates an environment that encourages student participation inside (Goldstein & Benassi, 1994) and outside of the classroom (Fusani, 1994). Prior research has also consistently documented the importance of teacher self-disclosure as a method to clarify course material (e.g., Wambach & Brothen, 1997).…”

Section: International Teaching Assistants In American Classroomsmentioning

confidence: 91%

Resolving International Teaching Assistant Language Inadequacy through Dialogue: Challenges and Opportunities for Clarity and Credibility

Li¹,

Mazer

2011

Communication Education

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Guided by Giddens' structuration theory, this study highlights structures that both enable and constrain nonnative English-speaking teachers and students in American college classrooms. Before international teaching assistants (ITAs) step into their American classrooms, several semishaped class structures are already in place: students (mostly American) possess most mainstream American values and practices; students may avoid getting to know their ITA because they may feel that they will lose ''power'' to an individual not part of the primary (American) culture; students may possess negative stereotypes of ITAs because of unpleasant prior experiences with ITAs who struggled with the English language; and, more generally, students may possess intuitive doubts about an ITA's ability to clearly communicate the course content. In essence, students' initial perceptions of ITA clarity, credibility, and language inadequacy coexist as constraining social structures that face ITAs in American instructional settings. Turning these structures into enabling mechanisms that smoothly facilitate the teaching and learning process poses a vital issue for ITAs. This study examined the effects of ITA self-disclosure of English language inadequacy on teacher clarity and credibility. Results indicate that an ITA's dialogic attempt to resolve language inadequacy has negative effects on student perceptions of classroom clarity. However, the findings point toward important benefits for enhanced teacher credibility for ITAs who use a dialogic approach to resolve language inadequacy. Theoretical and pedagogical implications and areas for future research are discussed. Li Li (M.A., Ohio University) is a doctoral student in the School of Communication Studies at Ohio University. Joseph P. Mazer (Ph.D., Ohio University) is an assistant professor in the Department of Communication Studies at Clemson University. Ran Ju (M.A., Morehead State University) is a doctoral student in the School of Communication Studies at Ohio University. Li Li can be contacted at

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“…Despite the evidence that emotion is, culturally and cognitively, a driving force of human action, research in education has delegated emotion to a second plan favoring an overvaluation of reason or rationality in formal learning situations (Titsworth, 2010). Therefore, the quality of interpersonal relationships is important for the development of the emotional reaction we have not only to people but also in terms of the associated context.…”

Section: Emotionmentioning

confidence: 99%

“…The perception the student has of the teacher is constructed by an (intuitive) analysis of their communicative acts; by the dominance of certain behaviors, student will experience satisfaction/dissatisfaction associated with that speaker. Mottet et al (2006( , in Titsworth, 2010 recently presented the Theory of Emotional Response, arguing that the implicit messages conveyed by teachers (where nonverbal communication has a significant weight) provoke emotional responses in students that drive to the acceptance or rejection of learning. Teachers who have a more effective communication with their students can create a more pleasant or friendly environment, with emotional support, causing students to be more authentic in externalizing emotions, thus reducing the emotional charge (here in a negative sense) of the individuals, the group and the work environment (Postic, 2008;Titsworth et al, 2010).…”

Section: Emotionmentioning

confidence: 99%

“…To be understood that communication, emotion and learning are highly interconnected phenomena (Titsworth et al, 2010). It makes sense to invoke the concept of immediacy, often developed by Mehrabian and that has found various definitions over time, although all of them settling on the perception of physical, emotional or psychological proximity created by positive communicative behaviors -in the pedagogical relationship, it refers specifically to the communication between teachers and students (Richmond, 2002.;Sibii, 2010).…”

Section: Communicative Immediacymentioning

confidence: 99%

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Contributions to the empirical study of immediacy in the pedagogical relationship through self-narratives

Manarte

Lopes

Pereira

2014

Journal of Pedagogy

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Pedagogical communication is an action wherein the body, being a part of a relational whole, performs a fundamental role. A bibliographical survey of studies on the interaction between teacher and student confirms that there is a strong correlation between the teacher's nonverbal behavior and the students' level of motivation and proficiency. Nonverbal communication constitutes an indispensable vehicle for the teacher's affections, intentions and attitudes towards her students, and vice-versa. Nonverbal elements are potential promoters of immediacy, i.e., the sensation of proximity between interacting agents, which is created by the communicative behaviors. The goal of this paper is to explore some relevant aspects for the empirical study of immediacy in a pedagogical environment. It starts off from the researcher's self-narrative based upon reports of her pedagogical experiences and proceeds with an elaboration of communicative immediacy and its impact upon the pedagogical relationship and the narrator herself.

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Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale

Cited by 96 publications

References 47 publications

A cross-national study of students’ attitudes toward school

A cross-national study of students’ attitudes toward school

Resolving International Teaching Assistant Language Inadequacy through Dialogue: Challenges and Opportunities for Clarity and Credibility

Contributions to the empirical study of immediacy in the pedagogical relationship through self-narratives

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