University teachers’ perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts

Abstract

Research on teachers' emotion display and the quality of the teacher-student relationship in higher education is increasingly significant in the context

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

“…Specifically, it focuses on how the affective-emotional component, and particularly personal connections and relationships between faculty and students, affect learning. Other studies have previously outlined the need for further research in this field [29, 24].…”

“…Therefore, emotions are important in university teaching and learning processes, as an aspect which enriches the social and relational experiences underpinning student development. Research has shown that emotions and relationships are closely intertwined [29]. When students perceive that faculty listen and show immediacy through behaviors which generate a sense of closeness, they experience learning more positively, feel emotionally supported and are more likely to express their own emotions in a more authentic manner [30].…”

“…These authors highlight the importance of the relationship faculty establishes with their own subjects (passion, interest), as well as roles linked to student care (empathy, respect). In sum, student interactions are often emotionally-charged and faculty-student interactions are the most frequent source of faculty emotions [29]. Based on these studies, it should be noted that there are no differences in the importance of emotional connections between students with disabilities and other students.…”

“…This component is linked to the close relationships maintained between faculty and students, which ultimately result in greater student motivation to learn and remain at university. This is precisely the approach adopted in this study, which aims to fill a gap detected in the scientific literature, since very little attention has hitherto been paid in higher education to motivation, emotion and the importance of faculty-student relationships for learning, and even fewer studies have focused on these elements in relation to students with disabilities [29, 24]. The research questions asked are therefore as follows:…”

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

“…Following this idea, teachers' emotional experiences and expression may vary due to the cultural context, in addition to the specific teaching situation, part of which may be explicated as expression norms. Hagenauer, Glä ser-Zikuda and Volet (2016), for instance, found in interviews that Australian teacher seemed less motivated to express negative emotions in the classroom, whereas German teachers were more open about their negative emotions, especially anger, which they described as acting more on a "professional" basis. Following this study, it could be that expressing negative emotions in the questionnaire could follow different rules in these two cultural contexts: Germany and Australia.…”