Feel, think, teach – Emotional Underpinnings of Approaches to Teaching in Higher Education

Kordts-Freudinger, Robert

doi:10.5430/ijhe.v6n1p217

Cited by 30 publications

(24 citation statements)

References 28 publications

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“…What they do and how they do it can help transfer these practices to other faculty members and contagion them from their good work. Previous studies also concluded this [27,15]. Thus, university faculty should bear in mind that it is not only the content of their lessons that is important, but that they should also pay attention to how they teach, in a twofold sense, since while there can be no doubt that methodologies impact learning, it is no less certain that the climate generated and the way in which faculty and students interact are also vital elements in this process.…”

Section: Conclusion and Discussionmentioning

confidence: 93%

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The keys to learning for university students with disabilities: Motivation, emotion and faculty-student relationships

Moriña

2019

PLoS ONE

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The affective-emotional dimension may constitute a key element in teaching and learning processes. It is linked to relationship between faculty and students and may help foster students with disabilities’ motivation to learn and remain at university. This is the approach adopted in this article, which aims to fill a gap detected in the literature, since very little attention has hitherto been paid to motivation, emotion and the importance of faculty-student relationships in the learning processes of students with disabilities. In this study, 119 faculty members from 10 Spanish universities who engage in inclusive practices in all areas of knowledge recounted, in response to questions asked during a semi-structured interview, how they motivated and related to their students. The conclusion reached is that students with disabilities are more motivated than their fellow classmates, meaning that very few extra actions need to be taken to engage them in the learning process. Nevertheless, participants reported having a knowledge of strategies based on motivation and emotion and using them to develop a sense of belonging among students, thus fostering their learning.

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Section: Conclusion and Discussionmentioning

confidence: 93%

“…Emotions are a key part of learning. Faculty members should therefore take them into account and strive to emotionally connect to students [27, 28]. Quinlan [15] claims that emotions are a vital aspect of relationships, arguing that the way we feel with and about others is fundamental to the quality of the relationships we establish.…”

Section: Introductionmentioning

confidence: 99%

The keys to learning for university students with disabilities: Motivation, emotion and faculty-student relationships

Moriña

2019

PLoS ONE

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“…Regarding solely quantitative studies, positive teaching emotions (e.g., pride) have been positively associated with student-focused teaching, while negative emotions (e.g., anxiety) have been positively associated with teacher-focused teaching ( Trigwell, 2012 ; see Kordts-Freudinger, 2017 for similar results concerning positive affect). Positive emotions such as joy have also been found to be positively correlated with personal and professional balance, control, value, and perceived success in teaching in early-career faculty, while for negative emotions such as anxiety, the opposite has been documented ( Stupnisky et al, 2019b ).…”

Section: Introductionmentioning

confidence: 91%

Exploring University Instructors’ Achievement Goals and Discrete Emotions

et al. 2020

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Emerging empirical evidence indicates that discrete emotions are associated with teaching practices and professional experiences of university instructors. However, further investigations are necessary given that university instructors often face high job demands and compromised well-being. Achievement goals, which frame achievementrelated thoughts and actions, have been found to describe motivational differences in university instructors and are hypothesized to be associated with their discrete emotions. Moreover, as variation exists in how university instructors respond to job demands regarding their emotional experiences, certain goals may moderate this relationship on the basis of framing different interpretations and reactions to stressors. To investigate these links, 439 instructors (46.7% female) from German and Austrian universities completed a survey assessing their achievement goals, discrete emotions (enjoyment, pride, anger, anxiety, shame, and boredom), and job demands. As hypothesized, multiple regression analyses revealed that achievement goals were differentially and meaningfully associated with discrete emotions. Specifically, learning approach goals were positively related to enjoyment and negatively related to anger and boredom, while learning avoidance goals were positively related to anger. Performance (appearance) approach goals were positively related to pride, and performance (appearance) avoidance goals were positively related to anxiety and shame. Lastly, relational goals were positively related to shame and boredom, and work avoidance goals were negatively related to enjoyment and positively related to shame and boredom. Conclusive moderation effects on the relations between job demands and emotions were not found. Future research avenues aimed at further understanding the supportive role that achievement goals can have for university instructors' emotional experiences and well-being are discussed.

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“…Author et al, 2018), which is necessary for learneroriented education (e.g. Kordts-Freudinger, 2017). It can be conceptualized as a situated response (e.g.…”

Section: Discussionmentioning

confidence: 99%

Does Test-Anxiety Experience Impair Student Teachers’ Later Tendency to Perspective-Taking?

Wolgast

Hille

Streit

et al. 2020

Acta Educationis Generalis

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Introduction: We aimed to examine whether student teachers’ tendency to test anxiety relates to their later perspective-taking tendency and self-efficacy. The purpose of the presented study was to obtain first insights into the relationship between test anxiety, perspective-taking, and self-efficacy tendencies in student teachers. These tendencies may determine student orientation across different situations. We tested the hypothesis that the test anxiety components emotionality and worry relate to later low perspective-taking and self-efficacy.Methods: We conducted a longitudinal study with 275 student-teachers and analyzed the obtained data using structural equation modeling.Results: The data analysis revealed that only emotionality is related to lower perspective-taking and self-efficacy in later life.Discussion: We conclude that lowering student teachers’ test anxiety emotionality (e.g. through interventions) would result to later increased perspective-taking tendency.Limitations: Participants attended the study voluntarily, so it was a self-selected sample. We employed a correlational design over two measurement times instead of experimental methods.Conclusions: The obtained results give an explanation of why student teachers focused rather on themselves than on school students in classes. The perspective-taking tendency is important for teachers’ student orientation. The role of perspective-taking in different teaching situations might be investigated in further research.

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Feel, think, teach – Emotional Underpinnings of Approaches to Teaching in Higher Education

Cited by 30 publications

References 28 publications

The keys to learning for university students with disabilities: Motivation, emotion and faculty-student relationships

The keys to learning for university students with disabilities: Motivation, emotion and faculty-student relationships

Exploring University Instructors’ Achievement Goals and Discrete Emotions

Does Test-Anxiety Experience Impair Student Teachers’ Later Tendency to Perspective-Taking?

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