Following Pekrun's (2006) control-value theory of achievement emotions, we investigated carry-over effects and cross-lagged relationships between student-perceived teacher enthusiasm and humor and ...students' enjoyment and boredom both within and between university lectures. We used a latent state-trait approach to acknowledge the role of situational factors in this relationship. Data were collected from 559 university students (76% female, mean age 21.6 years) from seven different lecture courses. We assessed students' self-reported emotions and student-perceived teacher enthusiasm and content-related humor over a period of four lectures at three random points during each lecture course. The analyses revealed that all variables were influenced by previous measures within lectures; however, between lectures, only previous enjoyment and humor influenced the subsequent measure. When students experienced boredom, they perceived less teacher enthusiasm and humor. On the other hand, perceived teacher humor positively affected enjoyment within lectures.
•Investigation of the variance components of students' enjoyment and boredom.•Investigation of the variance components of perceived teacher enthusiasm and humor.•Application of univariate and bivariate STARTS models.•Examination of cross-lagged relations.
Emotional Transmission in the Classroom Frenzel, Anne C; Goetz, Thomas; Lüdtke, Oliver ...
Journal of educational psychology,
08/2009, Letnik:
101, Številka:
3
Journal Article
Recenzirano
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In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student ...enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2 time points (Grades 7 and 8). At Time 2, mathematics teachers' reports of their enjoyment of teaching were available (
N
= 71), as well as student ratings of teacher enthusiasm. The findings were in line with theoretical expectations. Multilevel structural equation modeling showed that teacher and student enjoyment were positively related even when the authors adjusted for students' previous-class levels of mathematics enjoyment, and that the effect of teacher enjoyment on student enjoyment was mediated by teacher enthusiasm. Discussion centers on the practical implications for affective interactions in the classroom.
Teacher enthusiasm and student engagement are often interrelated and have important implications for student learning and students' and teachers' well-being. However, results on the lesson-specific ...variation of teachers' and students' affective-motivational experiences and their interplay are scarce. This study investigated variation in teacher enthusiasm and student engagement, each rated by teachers (n = 70) and students (n = 1537), as indicators of a shared affective-motivational climate in ninth-grade math classrooms across five consecutive lessons. Multitrait-multistate analyses revealed substantial “trait-like” consistency in all four affective-motivational measures. However, there was also a substantial degree of “state-like” lesson-specific variance that was shared across the four measures. This indicates that teachers' and students’ affective-motivational experiences are shaped by situation-specific influences and person-by-context interactions, which are shared between teachers and students. Teacher gender, teaching experience, class-level achievement, and the availability of motivationally supportive instructional interventions failed to explain substantial variance in these associations.
•Teacher enthusiasm and student engagement form a shared affective-motivational climate.•The affective-motivational climate of a class includes trait-like and state-like components.•Teacher enthusiasm and class-level student engagement showed trait-like consistency.•Joint lesson-to-lesson fluctuations in teacher and student experiences were supported.
This article investigates teacher enthusiasm and how it relates to instructional behaviours. We distinguished teachers' enthusiasm for the subject matter of mathematics from their enthusiasm for ...teaching mathematics. A total of 323 teachers and their 9th-grade classes participated in the study. Questionnaires were used to assess teachers' enthusiasm and instructional behaviours from both the teacher and the student perspective. Structural equation modelling revealed that teachers who were more enthusiastic about teaching showed higher quality instructional behaviour—both self-reported and student-rated. By contrast, enthusiasm for mathematics as a subject matter predicted teachers' self-reports, but not students' ratings, of instructional behaviour.
Mit "Begeisterung" ist die motivationale Grundlage menschlichen Handelns angesprochen: Warum tun Menschen, was sie tun? In Theorie und Geschichte wird auf das Einwirken äußerer, nicht allein rational ...agierender Kräfte, etwa eines Geistes, eines Gottes oder eines Volkes hingewiesen. Doch ist die Begeisterung als Hochstimmung auch ein Medium und Ziel der Pädagogik und nicht zuletzt ein Risiko- und Bildungsszenarium. Denn in ihr gehen Menschen bewusst über die gewohnten Grenzen ihres Daseins hinaus. Pädagogisch geht es um eine Begeisterung, die Lust auf Bildung macht, und um eine Bildung, die begeistert – gerade, weil sie den Rahmen des Gewohnten verlässt.
In this book Robert R. Clewis shows how certain crucial concepts in Kant's aesthetics and practical philosophy - the sublime, enthusiasm, freedom, empirical and intellectual interests, the idea of a ...republic - fit together and deepen our understanding of Kant's philosophy. He examines the ways in which different kinds of sublimity reveal freedom and indirectly contribute to morality, and discusses how Kant's account of natural sublimity suggests that we have an indirect duty with regard to nature. Unlike many other studies of these themes, this book examines both the pre-Critical Observations and the remarks that Kant wrote in his copy of the Observations. Finally, Clewis takes seriously Kant's claim that enthusiasm is aesthetically sublime, and shows how this clarifies Kant's views of the French Revolution. His book will appeal to all who are interested in Kant's philosophy.
In the times of digital change, ensuring that employees do not resist digital technologies, but are motivated to use them, is crucial for organizational success. Therefore, the purpose of this ...research is testing a communication strategy to improve the attitude towards new technology (i.e., increase technology enthusiasm and reduce technology-based job insecurity and resistance to change), namely with needs-oriented communication. This communication strategy conveys how a digital technology can satisfy the needs of the recipient and thus illustrates its benefits. The results from an experiment with N = 137 blue-collar workers did not support the expectation that needs-oriented communication improves attitudes towards a robotic technology targeted in the communication among all workers. However, the results showed that needs-oriented communication increased technology enthusiasm among individuals currently perceiving low work demands (and thus felt capable of using the technology), but also increased technology-based job insecurity among workers with high task identity. In sum, these results indicate that needs-oriented communication can improve attitudes towards new technologies among workers with low perceived job demands. We discuss how the current findings can form the basis for further research and for practitioners’ strategies during the implementation of new technologies.
•Needs-oriented communication highlights which worker needs a new technology can serve.•Needs-oriented communication increased technology enthusiasm when current job demands were low.•Needs-oriented communication increased technology-based job insecurity when current task identity was high.•In sum, needs-oriented communication is efficient for workers with low perceived job demands.
While many readers of Paul's letters recognize how important his experience was to his life and thought, Biblical scholars have not generally addressed this topic head-on. Colleen Shantz argues that ...they have been held back both by a bias against religious ecstasy and by the limits of the Biblical texts: How do you responsibly access someone else's experience, particularly experience as unusual and debated as religious ecstasy? And how do you account responsibly for the role of experience in that person's thought? Paul in Ecstasy pursues these questions through a variety of disciplines – most notably neuroscience. This study provides cogent explanations for bewildering passages in Paul's letters, outlines a much greater influence of such experience in Paul's life and letters, and points to its importance in Christian origins.
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