Teaching This Class Drives Me Nuts! - Examining the Person and Context Specificity of Teacher Emotions
Teachers' emotions are critically important for the quality of classroom instruction, and they are key components of teachers' psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been co...
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| Published in | PloS one Vol. 10; no. 6; p. e0129630 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
United States
Public Library of Science
08.06.2015
Public Library of Science (PLoS) |
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| Abstract | Teachers' emotions are critically important for the quality of classroom instruction, and they are key components of teachers' psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been considered. As such, the present research addresses the long-standing yet unresolved person-situation debate pertaining to the emotional experiences of teachers. In two diary studies (N = 135, 70% female, and N = 85, 28% female), we examined the role of person, academic subject, and group of students for teacher emotions; focusing on three of the most salient emotions found in teachers: enjoyment, anger, and anxiety. Findings from multi-level analysis confirmed the person specificity of enjoyment, anger, and, in particular, anxiety. In addition, underscoring the existence of within-teacher variability, findings supported that teachers' emotions considerably varied depending on the subject and group of students taught, particularly so for enjoyment and anger. Implications of the person and context specificity of teacher emotions are discussed in relation to assessments and intervention programs aiming to improve teachers' emotional lives in the classroom. |
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| AbstractList | Teachers' emotions are critically important for the quality of classroom instruction, and they are key components of teachers' psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been considered. As such, the present research addresses the long-standing yet unresolved person-situation debate pertaining to the emotional experiences of teachers. In two diary studies (N = 135, 70% female, and N = 85, 28% female), we examined the role of person, academic subject, and group of students for teacher emotions; focusing on three of the most salient emotions found in teachers: enjoyment, anger, and anxiety. Findings from multi-level analysis confirmed the person specificity of enjoyment, anger, and, in particular, anxiety. In addition, underscoring the existence of within-teacher variability, findings supported that teachers' emotions considerably varied depending on the subject and group of students taught, particularly so for enjoyment and anger. Implications of the person and context specificity of teacher emotions are discussed in relation to assessments and intervention programs aiming to improve teachers' emotional lives in the classroom. Teachers' emotions are critically important for the quality of classroom instruction, and they are key components of teachers' psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been considered. As such, the present research addresses the long-standing yet unresolved person-situation debate pertaining to the emotional experiences of teachers. In two diary studies (N = 135, 70% female, and N = 85, 28% female), we examined the role of person, academic subject, and group of students for teacher emotions; focusing on three of the most salient emotions found in teachers: enjoyment, anger, and anxiety. Findings from multi-level analysis confirmed the person specificity of enjoyment, anger, and, in particular, anxiety. In addition, underscoring the existence of within-teacher variability, findings supported that teachers' emotions considerably varied depending on the subject and group of students taught, particularly so for enjoyment and anger. Implications of the person and context specificity of teacher emotions are discussed in relation to assessments and intervention programs aiming to improve teachers' emotional lives in the classroom.Teachers' emotions are critically important for the quality of classroom instruction, and they are key components of teachers' psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been considered. As such, the present research addresses the long-standing yet unresolved person-situation debate pertaining to the emotional experiences of teachers. In two diary studies (N = 135, 70% female, and N = 85, 28% female), we examined the role of person, academic subject, and group of students for teacher emotions; focusing on three of the most salient emotions found in teachers: enjoyment, anger, and anxiety. Findings from multi-level analysis confirmed the person specificity of enjoyment, anger, and, in particular, anxiety. In addition, underscoring the existence of within-teacher variability, findings supported that teachers' emotions considerably varied depending on the subject and group of students taught, particularly so for enjoyment and anger. Implications of the person and context specificity of teacher emotions are discussed in relation to assessments and intervention programs aiming to improve teachers' emotional lives in the classroom. Teachers’ emotions are critically important for the quality of classroom instruction, and they are key components of teachers’ psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been considered. As such, the present research addresses the long-standing yet unresolved person-situation debate pertaining to the emotional experiences of teachers. In two diary studies ( N = 135, 70% female, and N = 85, 28% female), we examined the role of person, academic subject, and group of students for teacher emotions; focusing on three of the most salient emotions found in teachers: enjoyment, anger, and anxiety. Findings from multi-level analysis confirmed the person specificity of enjoyment, anger, and, in particular, anxiety. In addition, underscoring the existence of within-teacher variability, findings supported that teachers’ emotions considerably varied depending on the subject and group of students taught, particularly so for enjoyment and anger. Implications of the person and context specificity of teacher emotions are discussed in relation to assessments and intervention programs aiming to improve teachers’ emotional lives in the classroom. |
| Audience | Academic |
| Author | Becker-Kurz, Betty Pekrun, Reinhard Frenzel, Anne C. Goetz, Thomas |
| AuthorAffiliation | University of L'Aquila, ITALY 1 Department of Psychology, University of Munich, Munich, Germany 2 Department of Empirical Educational Research, Konstanz, Germany 3 Thurgau University of Teacher Education, Kreuzlingen, Switzerland |
| AuthorAffiliation_xml | – name: 2 Department of Empirical Educational Research, Konstanz, Germany – name: University of L'Aquila, ITALY – name: 3 Thurgau University of Teacher Education, Kreuzlingen, Switzerland – name: 1 Department of Psychology, University of Munich, Munich, Germany |
| Author_xml | – sequence: 1 givenname: Anne C. surname: Frenzel fullname: Frenzel, Anne C. – sequence: 2 givenname: Betty surname: Becker-Kurz fullname: Becker-Kurz, Betty – sequence: 3 givenname: Reinhard surname: Pekrun fullname: Pekrun, Reinhard – sequence: 4 givenname: Thomas surname: Goetz fullname: Goetz, Thomas |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/26053623$$D View this record in MEDLINE/PubMed |
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| Copyright | COPYRIGHT 2015 Public Library of Science 2015 Frenzel et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 2015 Frenzel et al 2015 Frenzel et al |
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| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23 Competing Interests: The authors have declared that no competing interests exist. Conceived and designed the experiments: AF RP TG. Performed the experiments: AF BB. Analyzed the data: AF BB. Wrote the paper: AF BB RP TG. |
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| SubjectTerms | Adult Anxiety Child development Classrooms Educational psychology Emotions Faculty Female Humans Intervention Male Middle Aged Nuts Personality Psychological factors Researchers Schools Social psychology Students Teacher education Teachers Teaching Well being Young Adult |
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| Title | Teaching This Class Drives Me Nuts! - Examining the Person and Context Specificity of Teacher Emotions |
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