Predicting academic achievement by class‐level emotions and perceived homeroom teachers’ emotional support

Abstract

Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects of the classroom emotional climate in relation to students' GPA. Data were collected from 73 classrooms in grades 7-12 (N = 1,641, students; 53% female) across three schools in Israel.Findings revealed that aggregated levels of both positive affect and perceived homeroom teacher support were positively tied to GPA and that aggregated levels of negative affect were negatively tied to GPA. The final model included gender, teacher support, individual and class emotions and explained 14% of within-class GPA. A central implication of this study is the relevance of having an emotionally supportive homeroom teacher for students' academic achievement.

Teacher's Emotional Support and Math Performance: The Chain Mediating Effect of Academic Self-Efficacy and Math Behavioral Engagement

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“…Consistent with this view, middle school students who perceive supportive relationships with teachers report more positive changes in school adjustment, learning emotions, and learning behaviors (Sakiz et al, 2012;Wang and Dishion, 2012;Chen et al, 2018). The research results of Kashy-Rosenbaum et al (2018) show that the emotional support of tutors has a positive impact on individual academic performance. A longitudinal study confirmed that the support of teachers can predict the academic self-efficacy of the students (Jungert and Koestner, 2015), and when students perceived positive emotional support from teachers, it could promote their learning fun, learning self-efficacy, and learning engagement (Liu et al, 2018).…”

Big Five Personality Test for State Islamic Senior High School Students in Indonesia

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Stressors and vulnerability during upper secondary school: subjective experiences of classroom climate and coping beliefs as predicting factors of school stress in Norway

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