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Teachers and Teaching
theory and practice
Volume 19, 2013 - Issue 6
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Articles

The influence of teacher emotion on grading practices: a preliminary look at the evaluation of student writing

Marc A. BrackettYale Center for Emotional Intelligence, Department of Psychology, Yale University, New Haven, CT, USACorrespondence[email protected]
,
James L. FlomanDepartment of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, BC, Canada
,
Claire Ashton-JamesDepartment of Social and Organizational Psychology, VU University Amsterdam, Amsterdam, The Netherlands
,
Lillia CherkasskiyYale Center for Emotional Intelligence, Department of Psychology, Yale University, New Haven, CT, USA
&
Peter SaloveyYale Center for Emotional Intelligence, Department of Psychology, Yale University, New Haven, CT, USA
Pages 634-646 | Received 21 Nov 2011, Accepted 04 Apr 2013, Published online: 13 Sep 2013

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Daniel Doz. (2023) Factors influencing teachers’ grading standards in mathematics. Oxford Review of Education 49:6, pages 819-837.
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Oscar D. Marcenaro-Gutierrez, Claudia Prieto-Latorre & Maria Isabel Sánchez Rodriguez. (2023) Gender differences between teachers’ assessments and test based assessments. Evidence from Spain. Assessment in Education: Principles, Policy & Practice 30:3-4, pages 320-345.
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Grayson Bodenheimer & Stef M. Shuster. (2020) Emotional labour, teaching and burnout: Investigating complex relationships. Educational Research 62:1, pages 63-76.
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Tasha Riley & Charles Ungerleider. (2019) Imputed Meaning: An Exploration of How Teachers Interpret Grades. Action in Teacher Education 41:3, pages 212-228.
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Tamás Keller. (2016) Sticky assessments – the impact of teachers’ grading standard on pupils’ school performance. Educational Studies 42:5, pages 493-518.
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Oscar Marcenaro-Gutierrez & Anna Vignoles. (2015) A comparison of teacher and test-based assessment for Spanish primary and secondary students. Educational Research 57:1, pages 1-21.
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Cihat YAŞAROĞLU & Eyüp TABARA. (2023) Sınıf Öğretmenleri ile Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Duygu Durumları ile Değerler Eğitimi Tutumları Arasındaki İlişkinin İncelenmesiA Research on the Relationship between Emotional States and Values Education Attitudes of Classroom Teachers and Religious Culture and Moral Knowledge Teachers. Değerler Eğitimi Dergisi.
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Lukáš Čunek, Jan Ondřej, Ivana Blažíčková, Veronika Pupíková, David Lacko, Tomáš Prošek & Katarína Šafárová. (2023) Handwriting Quality: Psychometric Properties of Two Evaluation Scales With a Czech Sample. The American Journal of Occupational Therapy 77:3.
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Catherine M. Corbin, Jason T. Downer, Amy E. Lowenstein & Joshua L. Brown. (2023) Reconsidering teachers' basic psychological needs in relation to psychological functioning across an academic year. Teaching and Teacher Education 123, pages 103989.
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Anastasiya A. Lipnevich & Jeffrey K. Smith. (2022) Student – Feedback Interaction Model: Revised. Studies in Educational Evaluation 75, pages 101208.
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Renzo Bianchi, Eric Laurent, Irvin Sam Schonfeld, Lucas M Bietti & Eric Mayor. (2018) Memory bias toward emotional information in burnout and depression. Journal of Health Psychology 25:10-11, pages 1567-1575.
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Catherine Audrin. (2020) Les émotions dans la formation enseignante : une perspective historiqueEmotions in teacher education: a historical perspective. Recherches en éducation:41.
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Félix Zurita-Ortega, Eva María Olmedo-Moreno, Ramón Chacón-Cuberos, Jorge Expósito López & Asunción Martínez-Martínez. (2019) Relationship between Leadership and Emotional Intelligence in Teachers in Universities and Other Educational Centres: A Structural Equation Model. International Journal of Environmental Research and Public Health 17:1, pages 293.
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Magali Descoeudres & Jacques Méard. (2019) La dimension émotionnelle du développement professionnel de l’enseignant débutant dans la formation en alternance : revue de questions. Les dossiers des sciences de l'éducation:41, pages 175-190.
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Ma. Jenina N. Nalipay, Imelu G. Mordeno, J-roel B. Semilla & Cherry E. Frondozo. (2019) Implicit Beliefs about Teaching Ability, Teacher Emotions, and Teaching Satisfaction. The Asia-Pacific Education Researcher 28:4, pages 313-325.
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Haleema Parveen & Maher Bano. (2019) Relationship Between Teachers’ Stress and Job Satisfaction: Moderating Role of Teachers’ Emotions. Pakistan Journal of Psychological Research 34:2, pages 353-366.
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Magali Descoeudres & Jacques Méard. (2019) Les situations émotionnellement marquantes en EPS : traits typiques et rôles dans le développement professionnel des enseignants novices. Ejournal de la recherche sur l'intervention en éducation physique et sport -eJRIEPS:45.
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Helen Garnett. (2018) Exploring the relationship between emotional intelligence and empathy. Early Years Educator 19:12, pages 38-44.
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Annette Lohbeck, Gerda Hagenauer & Anne C. Frenzel. (2018) Teachers' self-concepts and emotions: Conceptualization and relations. Teaching and Teacher Education 70, pages 111-120.
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Georgia Stephanou & Anastasia Oikonomou. (2018) Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism. Psychology 09:04, pages 820-875.
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Min Kyu Kim, Kui Xie & Sheng-Lun Cheng. (2017) Building teacher competency for digital content evaluation. Teaching and Teacher Education 66, pages 309-324.
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James L. Floman, Carolin Hagelskamp, Marc A. Brackett & Susan E. Rivers. (2016) Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality. Journal of Psychoeducational Assessment 35:3, pages 291-301.
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Junjun Chen. (2016) Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education 55, pages 68-77.
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Karen Gasper & Cinnamon L. Danube. (2016) The Scope of Our Affective Influences. Personality and Social Psychology Bulletin 42:3, pages 385-399.
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Gerda Hagenauer, Tina Hascher & Simone E. Volet. (2015) Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education 30:4, pages 385-403.
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Nathaniel Lotze. (2018) Comparative Error Gravity: Toward a Cross Linguistic Theory. SSRN Electronic Journal.
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