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Student emotions in class: The relative importance of teachers and their interpersonal relations with students
ARTICLE

, , , Utrecht University ; , University of Groningen ; , University of Konstanz, Germany

Learning and Instruction Volume 53, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study highlights the importance of teachers in relation to the emotions students experience in class. First, in line with the work of Kenny, we argue that the specific relationship that evolves between teachers and students drives students' emotional experiences. We decompose variability in student emotions not only into the commonly investigated student and teacher facets but also into facets representing specific pairings of teachers with classes and students (so-called relationship effects). Second, using interpersonal theory, we assess the degree to which the interpersonal quality of teaching accounts for variability in student emotions. Cross-classified multilevel modelling of 8042 student ratings (N = 1668 secondary school students,

Citation

Mainhard, T., Oudman, S., Hornstra, L., Bosker, R.J. & Goetz, T. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and Instruction, 53(1), 109-119. Elsevier Ltd. Retrieved July 5, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2017.07.011

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