The Bright Side of Emotion in the Classroom: Do Teachers' Behaviors Predict Students' Enjoyment, Hope, and Pride?

Abstract

Although scholars from various fields now argue that emotion is a critical resource for individuals as they learn and make sense of information, the topic is only just emerging as a sustained area of emphasis for instructional communication scholars. Using a sample of 752 students from three universities, we tested a predictive model exploring how teachers' communication behaviors, including teacher immediacy, clarity, and communication competence, potentially influence students' perceptions of emotional experiences in a class, and in turn, how specific feelings of enjoyment, pride, and hope are possibly affected. Results indicated strong support for the model, thereby implying that the theoretical explanation offered by emotional response theory should be expanded to include both the processes and discrete emotions explored in the study. Findings are discussed as they relate to theoretical and practical implications for scholars seeking to better understand the dynamic interplay of emotions in the classroom.

Keywords:

• Classroom Emotions
• Teacher Communication Competence
• Teacher Clarity
• Teacher Immediacy
• Emotional Support
• Emotion Work
• Emotional Labor

Additional information

Notes on contributors

Scott Titsworth

Scott Titsworth is Dean of the Scripps College of Communication

Timothy P. McKenna

Timothy P. McKenna (MS, Illinois State University, 2010) is a Doctoral Candidate in the School of Communication Studies at Ohio University

Joseph P. Mazer

Joseph P. Mazer (Ph.D., Ohio University, 2010) is an Assistant Professor in the Department of Communication Studies at Clemson University

Margaret M. Quinlan

Margaret M. Quinlan (Ph.D., Ohio University, 2009) is an Assistant Professor in the Department of Communication Studies at the University of North Carolina at Charlotte