University Students’ Perceptions of Teacher Effectiveness and Emotions in Lectures: The Role of Socio-cognitive Factors, and Academic Performance

Abstract

This study examined (a) students' ability self-perceptions, perceptions of domain-difficulty, value beliefs, experienced emotions in lectures and performance in the courses taught by the perceived as extremely effective and ineffective teachers, (b) the role of ability self-perceptions, perceived domain-difficulty and value beliefs in the emotions, rating of teacher effectiveness and impact of perceived teacher effectiveness on emotions, and (c) the effects of the three sets of concepts on performance. The sample comprised of 410 Early Childhood Education female students. The results showed that ability self-perceptions, perceptions of domain-difficulty, value beliefs, experienced emotions in lectures and performance differed between the courses taught by the perceived effective and ineffective teachers, in favoring the effective teachers. Cognitive factors had positive effects on perceived teacher effectiveness, emotions and impact of teacher effectiveness on emotions. The three set of concepts, together, positively influenced performance, while their relative power varied between the two groups of teachers.

Quality teaching through transformational classroom leadership

“…Pounder (2009), for example, noted evidence linking student effort to academic achievement and two meta-analyses of factors predicting student academic performance have confirmed the importance of student effort (Richardson et al, 2012;Robbins et al, 2004). Equally, perceptions of teacher effectiveness have been shown to influence academic performance (Akiri and Ugborugbo, 2009;Stephanou and Kyridis, 2012), and satisfaction with the teacher is likely to have a positive influence on achievement in so far as it contributes to overall satisfaction with academic life (Chambel and Curral, 2005). A number of studies have also linked student motivation (Tella, 2007) and student self-efficacy (House, 1996;Mucherah et al, 2010;Multon et al, 1991;Richardson et al, 2012) to academic achievement.…”

‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions

“…Most studies on emotions in higher education are either focused on the students' emotions (e.g. Beard, Clegg, and Smith 2007;Stephanou and Kyridis 2012;Storrs 2012;Titsworth, Quinlan, and Mazer 2010;White 2012), or on profession-related emotions experienced by university staff, such as stress, well-being or burn-out symptoms, including so-called "emotional exhaustion" (e.g. Navarro, Borda Mas, and Jiménez 2010).…”

Investigating Latent Interactions between Students’ Affective Cognition and Learning Performance: Meta-Analysis of Affective and Cognitive Factors

“…Additionally, students' emotional ability often does not have a direct impact on their academic performance, but instead affects it indirectly through emotional factors such as attitude, motivation, and sense of efficacy. In the era of the Internet, furthermore, it is also worth exploring how students' academic performance is affected by the new learning or teaching modes that have emerged online [75][76][77].…”