EMOTIONS IN THE CLASSROOMS: HOW TEACHERS’ EMOTIONS AFFECT TO STUDENTS?
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Published:
Oct 16, 2018
Keywords:
Teachers’ Emotions Classrooms Students
Main Article Content
Abstract
Teachers’ emotions are no less important than academic knowledge and teaching abilities, since the teachers’ emotions influence thought, feeling, psychological well-being, motivation, classroom atmosphere, academic learning efficiency, behavior, student’s discipline in the classroom and relationship between teachers and students. But several times teachers show their negative emotions in the classroom without thinking about any consequences and such emotions a bad thing for both teachers and students but leads to
more negative effects, such as burnout at work and losing the great relationship between teachers and students. However, teachers play a very important role in student learning development and help drive students to gain academic achievement. Thus, teachers have to recognize and awareness of negative emotional state which occurs, reduce the levels of emotional intensity, emotion regulation and change negative emotions to the positive ones by, for instance, bringing enjoyment, caring, love, pride and pity to the students. These feelings will help support learning and prevent negative outcomes to students well.
Article Details
Section
บทความทางวิชาการ (Academic Article)
Each publish articles were copyright by Phranakorn Rajabhat University
Any contents which appeared in each articles in the journal were authors personal opinion. It did not relate to Phranakorn Rajabhat University and other instructors in the university. Each authors would take responsibility on their articles. If there are any mistake, the authors will take responsibility themselves
References
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Becker, E.S., Goetz, T., Morger, V. & Ranellucci, J. (2014). The importance of teachers’ emotions and instructional behavior for their students’ emotions: an experience sampling analysis. Teaching and Teacher Education. 43, 15–26.
Becker, E.S., Keller, M.M., Goetz, T., Frenzel, A.C., & Taxer, J.L. (2015). Antecedents of teachers’ emotions in the classroom: an intraindividual approach. Front Psychol. 6(635), 1-12.
Beilock, S.L., Gunderson, E.A., Ramirez, G. & Levine, S.C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences of the United States of America. 107, 1860–1863.
Brackett, M.A., Floman, J.L., Ashton-James, C., Cherkasskiy, L. & Salovey, P. (2013). The influence of teacher emotion on grading practices: a preliminary look at the evaluation of student writing, Teachers and Teaching. 19(6), 634–646.
Chan, D.W. (2008). Emotional intelligence, self-efficacy, and coping among Chinese prospective and in-service teachers in Hong Kong. Educational Psychology. 28, 397-408.
Chang, M.L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: appraisal, regulation and coping. Motivation and Emotion. 37, 799–817.
Fredrickson, B.L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology. 47, 1-53.
Frenzel, A.C., Götz, T., Stephens, E.J. & Jacob, B. (2011). Antecedents and effects of teachers’ emotional experiences: an integrated perspective and empirical test. In P. A. Schutz & M. Zembylas (EDS.), Advances in teacher emotion research (pp. 129–151). Heidelberg: Springer.
Fu, C.S., Lin, S.T., Syu, S.H. & Guo, C.Y. (2010). What’s the matter in class? Preschool teachers’ emotions expression. Procedia Social and Behavioral Science. 2, 4887- 4891.
Gong, S., Chai, X., Duan, T., Zhong, L. & Jiao, Y. (2013). Chinese teachers’ emotion regulation goals and strategies. Psychology. 4, 870-877.
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Gross, J.J. (1998b). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology. 74, 224-237.
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Gross, J. & Thompson, R. A. (2007). Emotion regulation: conceptual foundations. In J.J. Gross (ED.), Handbook of emotion regulation (pp.3-22). NY US: Guilford Press.
Jiang, J., Vauras, M., Volet, S. & Wang, Y. (2016). Teachers’ emotions and emotion regulation strategies: Self- and students’ perceptions. Teaching and Teacher Education. 54, 22-31.
Junprasart, T. & Ket-um, P. (2008). Violence against children in schools-related problems in society. Bangkok: Plan International Thailand. (in Thai)
Kimura, Y. (2010). expressing emotions in teaching: inducement, suppression, and disclosure as caring profession. Educational Studies in Japan: International Yearbook. 5, 63–78.
Lavy, S. & Eshet, R. (2018). Spiral effects of teachers’ emotions and emotion regulation strategies: evidence from a daily diary study. Teaching and Teacher Education. 73, 151-161.
Lazarus, R.S. & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
Lewis, R. (2001). Classroom discipline and student responsibility: The student’s view. Teaching and Teacher Education. 17, 307-319.
Lyubomirsky, S., King, L. & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin. 131, 803-855.
Mearns, J. & Cain, J.E. (2003). Relationships between teachers’ occupational stress and their burnout and distress: roles of coping and negative mood regulation expectancies. Anxiety, Stress, & Coping: An International Journal. 16, 71-82.
Morris, C.A.S., Denham, S.A., Bassett, H.H. & Curby, T.W. (2013). Relations among teachers’ emotion socialization beliefs and practices, and preschoolers’ emotional competence.ฃ Early Education and Development. 24(7), 979–999.
Myers, D.G. (2004). Theories of Emotion. Psychology: 7th edition. NY: Worth Publishers.
Nummenmaa, L., Glerean, E., Hari, R. & Hietanen, J.K. (2014). Bodily maps of emotions. PNAS, 111(2), 646-651.
Phanchian, N. (2009). Stop violence in schools start at the teacher. Retrieved April 23, 2018,from https://www.ffc.or.th/ffc scoop/2552/scoop 2552 0407.php. (in Thai)
Plutchik, R. (1997). The circumplex as a general model of the structure of emotions and personality.In R. Plutchik & H. R. Conte (Eds), Circumplex models of personality and emotion (pp.17-45). Washington: American Psychological Association.
Pravalpruk, K. (1998). The Development of teaching profession based on the Ministry of educations’ the concept and policy. Bangkok: Khurusapha. (in Thai)
Rodrigo-Ruiz, D. (2016). Effect of Teachers’ Emotions on Their Students: Some Evidence. Journal of Education & Social Policy. 3(4), 73-79.
Seligman, M.E.P. (2011). Flourish: A visionary new understanding of happiness and well-being. NY: Free Press.
Skinner, E.A. & Belmont, M.J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology. 85(4), 571–581.
Spielman, R.M., Dumper, K., Jenkins, W., Lacombe, A., Lovett, M. & Perlmutter, M. (2014). Psychology. Houston, Texas: OpenStax College, Rice University.
Sutton, R.E. (2004). Emotion regulation goals and strategies of teachers. Social Psychology of Education, 7, 379–398.
Sutton, R.E. & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review. 15, 327–358.
Tal, C. & Yinon, Y. (2009). Teachers’ values in the classroom. L.J. Saha, A.G. Dworkin (EDS.),International Handbook of research on teacher and teaching. 259-276.
Tamir, M. & Ford, B.Q. (2012). When feeling bad is expected to be good: Emotion regulation and outcome expectancies in social conflicts. Emotion. 12, 807.
Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Journal of Instructional Science. 40, 607–621.
Tsouloupas, C.N., Carson, R.L., Matthews, R., Grawitch, M.J. & Bar- ber, L.K. (2010). Exploring the association between teachers’ perceived student misbehavior and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation. Educational Psychology. 30, 173–189.
Becker, E.S., Goetz, T., Morger, V. & Ranellucci, J. (2014). The importance of teachers’ emotions and instructional behavior for their students’ emotions: an experience sampling analysis. Teaching and Teacher Education. 43, 15–26.
Becker, E.S., Keller, M.M., Goetz, T., Frenzel, A.C., & Taxer, J.L. (2015). Antecedents of teachers’ emotions in the classroom: an intraindividual approach. Front Psychol. 6(635), 1-12.
Beilock, S.L., Gunderson, E.A., Ramirez, G. & Levine, S.C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences of the United States of America. 107, 1860–1863.
Brackett, M.A., Floman, J.L., Ashton-James, C., Cherkasskiy, L. & Salovey, P. (2013). The influence of teacher emotion on grading practices: a preliminary look at the evaluation of student writing, Teachers and Teaching. 19(6), 634–646.
Chan, D.W. (2008). Emotional intelligence, self-efficacy, and coping among Chinese prospective and in-service teachers in Hong Kong. Educational Psychology. 28, 397-408.
Chang, M.L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: appraisal, regulation and coping. Motivation and Emotion. 37, 799–817.
Fredrickson, B.L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology. 47, 1-53.
Frenzel, A.C., Götz, T., Stephens, E.J. & Jacob, B. (2011). Antecedents and effects of teachers’ emotional experiences: an integrated perspective and empirical test. In P. A. Schutz & M. Zembylas (EDS.), Advances in teacher emotion research (pp. 129–151). Heidelberg: Springer.
Fu, C.S., Lin, S.T., Syu, S.H. & Guo, C.Y. (2010). What’s the matter in class? Preschool teachers’ emotions expression. Procedia Social and Behavioral Science. 2, 4887- 4891.
Gong, S., Chai, X., Duan, T., Zhong, L. & Jiao, Y. (2013). Chinese teachers’ emotion regulation goals and strategies. Psychology. 4, 870-877.
Gross, J.J. (1998a). The emerging field of emotion regulation: an integrative review. Review of General Psychology, 2, 271-299.
Gross, J.J. (1998b). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology. 74, 224-237.
Gross, J.J., Richards, J.M. & John, O.P. (2006). Emotion regulation in everyday life. In D.K. Snyder, J.A. Simpson, & J.N. Hughes (Eds.), Emotion regulation in couples and families: Pathways to dysfunction and health (pp. 13-35). Washington, DC: American Psychological Association.
Gross, J. & Thompson, R. A. (2007). Emotion regulation: conceptual foundations. In J.J. Gross (ED.), Handbook of emotion regulation (pp.3-22). NY US: Guilford Press.
Jiang, J., Vauras, M., Volet, S. & Wang, Y. (2016). Teachers’ emotions and emotion regulation strategies: Self- and students’ perceptions. Teaching and Teacher Education. 54, 22-31.
Junprasart, T. & Ket-um, P. (2008). Violence against children in schools-related problems in society. Bangkok: Plan International Thailand. (in Thai)
Kimura, Y. (2010). expressing emotions in teaching: inducement, suppression, and disclosure as caring profession. Educational Studies in Japan: International Yearbook. 5, 63–78.
Lavy, S. & Eshet, R. (2018). Spiral effects of teachers’ emotions and emotion regulation strategies: evidence from a daily diary study. Teaching and Teacher Education. 73, 151-161.
Lazarus, R.S. & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
Lewis, R. (2001). Classroom discipline and student responsibility: The student’s view. Teaching and Teacher Education. 17, 307-319.
Lyubomirsky, S., King, L. & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin. 131, 803-855.
Mearns, J. & Cain, J.E. (2003). Relationships between teachers’ occupational stress and their burnout and distress: roles of coping and negative mood regulation expectancies. Anxiety, Stress, & Coping: An International Journal. 16, 71-82.
Morris, C.A.S., Denham, S.A., Bassett, H.H. & Curby, T.W. (2013). Relations among teachers’ emotion socialization beliefs and practices, and preschoolers’ emotional competence.ฃ Early Education and Development. 24(7), 979–999.
Myers, D.G. (2004). Theories of Emotion. Psychology: 7th edition. NY: Worth Publishers.
Nummenmaa, L., Glerean, E., Hari, R. & Hietanen, J.K. (2014). Bodily maps of emotions. PNAS, 111(2), 646-651.
Phanchian, N. (2009). Stop violence in schools start at the teacher. Retrieved April 23, 2018,from https://www.ffc.or.th/ffc scoop/2552/scoop 2552 0407.php. (in Thai)
Plutchik, R. (1997). The circumplex as a general model of the structure of emotions and personality.In R. Plutchik & H. R. Conte (Eds), Circumplex models of personality and emotion (pp.17-45). Washington: American Psychological Association.
Pravalpruk, K. (1998). The Development of teaching profession based on the Ministry of educations’ the concept and policy. Bangkok: Khurusapha. (in Thai)
Rodrigo-Ruiz, D. (2016). Effect of Teachers’ Emotions on Their Students: Some Evidence. Journal of Education & Social Policy. 3(4), 73-79.
Seligman, M.E.P. (2011). Flourish: A visionary new understanding of happiness and well-being. NY: Free Press.
Skinner, E.A. & Belmont, M.J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology. 85(4), 571–581.
Spielman, R.M., Dumper, K., Jenkins, W., Lacombe, A., Lovett, M. & Perlmutter, M. (2014). Psychology. Houston, Texas: OpenStax College, Rice University.
Sutton, R.E. (2004). Emotion regulation goals and strategies of teachers. Social Psychology of Education, 7, 379–398.
Sutton, R.E. & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review. 15, 327–358.
Tal, C. & Yinon, Y. (2009). Teachers’ values in the classroom. L.J. Saha, A.G. Dworkin (EDS.),International Handbook of research on teacher and teaching. 259-276.
Tamir, M. & Ford, B.Q. (2012). When feeling bad is expected to be good: Emotion regulation and outcome expectancies in social conflicts. Emotion. 12, 807.
Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Journal of Instructional Science. 40, 607–621.
Tsouloupas, C.N., Carson, R.L., Matthews, R., Grawitch, M.J. & Bar- ber, L.K. (2010). Exploring the association between teachers’ perceived student misbehavior and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation. Educational Psychology. 30, 173–189.