ERIC Number: EJ1031960
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Making Students Feel Better: Examining the Relationships between Teacher Confirmation and College Students' Emotional Outcomes
Goldman, Zachary W.; Goodboy, Alan K.
Communication Education, v63 n3 p259-277 2014
Guided by broaden-and-build theory and emotional response theory, we examined college students' emotional outcomes in the classroom (i.e., emotional interest, emotional support, emotion work, emotional valence) as a function of teacher confirmation (i.e., responding to questions, demonstrating interest, teaching style). Participants were 159 undergraduate students who completed self-report questionnaires. A series of multiple regressions revealed that when instructors used confirming behaviors in the classroom, students reported higher levels of emotional interest, greater emotional support, and a more positive emotional valence about the class. Additionally, when instructors demonstrated interest in students' learning, students reported engaging in less emotion work for the class.
Descriptors: Emotional Response, Theories, Emotional Experience, Emotional Adjustment, Undergraduate Students, Questionnaires, Multiple Regression Analysis, Teacher Influence, Teaching Styles, Teacher Student Relationship, Teacher Behavior, Likert Scales, Correlation, Hypothesis Testing
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A