Making Students Feel Better: Examining the Relationships between Teacher Confirmation and College Students' Emotional Outcomes

Goldman, Zachary W.; Goodboy, Alan K.

doi:10.1080/03634523.2014.920091

Cited by 61 publications

(28 citation statements)

References 52 publications

(168 reference statements)

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“…As outlined earlier, many instructor practices may be used by students as cues to judge the effectiveness of the instructor, the instructor's support for students, and subsequent student emotional response (Titsworth et al 2013;Goldman and Goodboy, 2014;Mazer et al 2014;Barthelemey et al, 2015). We represent these relationships in Figure 1 as informed by Pekrun's control-value theory of achievement emotion (Pekrun, 2006), which is an appraisal-based emotion theory.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?

Schussler

Weatherton

Musgrove

et al. 2021

LSE

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Section: Conceptual Frameworkmentioning

confidence: 99%

Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?

Schussler

Weatherton

Musgrove

et al. 2021

LSE

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“…In this study, we focus our conversation about emotion in our workplace which is embodied surrounding work in/with/around/about—the basic communication course. While there is communication research focused on emotion in traditional organizational settings (e.g., Tracy 2000, 2004) as well as teaching (e.g., Goldman and Goodboy 2014; Mazer 2017; Titsworth, Quinlan, and Mazer 2010; Zhang and Zhu 2008), course administration is all but missing. The lack of discussion about emotion specific to basic course administration is problematic since BCDs hold a unique position in academe where they simultaneously teach, train other instructors, and manage the daily functions of the course (e.g., interacting with multiple constituencies and advocating for their course, instructors, and students) along with the traditional service and research expectations of faculty.…”

Section: Literature Reviewmentioning

confidence: 99%

I Second That Emotion: A Collaborative Examination of Emotions Felt in Course Administration Work

Anderson

Ruiz-Mesa

Jones-Bodie

et al. 2019

Journal of Contemporary Ethnography

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Course administrators hold a unique position in academe—one that requires high levels of emotion management as part of the job. This research utilized a collaborative autoethnography to explore how workplace emotions were experienced in the basic communication course. The experiences were presented through vignettes written and analyzed by seven course administrators from programs across the United States. Four themes emerged from the vignettes: (1) acting perpetually positive, (2) (un)catching emotion, (3) rushing for time, and (4) switching roles. Each theme highlighted the multiple, and sometimes competing, responsibilities/expectations embedded in the administrative role. This research offers a discussion of each theme and informs five recommendations for managing emotions and emotional labor within course administration.

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“…This notion is supported by Tallman and Gray (1990) who assert that problem solving refers to a series of decisions and involves not only cognitive components but also affective components. The findings has demonstrated that the classroom is a constellation of emotions (Goldman and Goodboy 2014) that impacts affective learning.…”

Section: Discussionmentioning

confidence: 94%

The moderating effects of emotions on cognitive skills

Loon

Bell

2017

Journal of Further and Higher Education

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An important challenge in higher education today is the growing tutor-student ratio that diminishes the 'human touch'. As learning and teaching is ultimately an interpersonal process, this will lead to student discontent and impact on their learning. Whilst there is little that teaching practitioners can do in terms of the growing student numbers they have to tutor, they may influence student learning by enhancing their positive emotions. This study examines the importance of emotions in improving cognitive skills and how they interact with knowledge and reflection. This research contributes to theory by examining the role of emotions as a moderating factor in the learning process. Our findings reveal that emotions moderate the direct relationship between knowledge and cognitive skills, and the indirect relationship between knowledge and cognitive skills via reflection. The findings demonstrate the critical role that emotions play in student learning. Implications for theory and practice are discussed.

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Making Students Feel Better: Examining the Relationships between Teacher Confirmation and College Students' Emotional Outcomes

Cited by 61 publications

References 52 publications

Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?

Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?

I Second That Emotion: A Collaborative Examination of Emotions Felt in Course Administration Work

The moderating effects of emotions on cognitive skills

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