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60.025 - Just Feeling Good? Relevance, Antecedents, and Consequences of Teachers' Positive Emotions
Sun, April 19, 8:15 to 9:45am, Sheraton, Floor: Second Level, ErieSession Type: Symposium
Abstract
Teachers matter! That is one of the central messages of multiple studies investigating educational effectiveness (Hattie, 2009). Beyond teachers’ cognitions and competencies, recent research has also focused on affective and motivational characteristics (Frenzel, 2014; Kunter et al., 2013), yet not much is known about teachers’ emotional experiences, how they are shaped and in turn shape teachers’ identity, motivation or well-being. Coming from a resource-oriented perspective, this symposium addresses teachers’ positive emotions in particular. Utilizing qualitative as well as quantitative approaches, researchers from Canada, Europe, and the US present findings on the relevance of emotions for identity formation and investigate antecedents and consequences of teachers’ emotional experiences. The discussant will discuss the contributions based on his expertise in teacher motivation research.
Sub Unit
Chairs
Papers
Pleasant Teachers' Emotion and Their Potential Influence on Emerging Teacher Identities - Paul A. Schutz, The University of Texas - San Antonio; Sharon L. Nichols, The University of Texas - San Antonio
Teachers' Positive Emotions in the Classroom: An Intraindividual Analysis on Their Antecedents - Eva Susann Becker, Thurgau University of Teacher Education; Melanie M. Keller, University of Konstanz; Thomas Goetz, University of Konstanz; John Ranellucci, Michigan State University
Effects of Social Comparisons on Emotions in Teachers - Sonia Rahimi, McGill University; Hui Wang, McGill University; Nathan C. Hall, McGill University; Rebecca Lynn Maymon, McGill University
Fake Enthusiasm, Does It Exist? Discovering Differing Levels of Expressed Enthusiastic Behaviors and Enjoyment Among Teachers - Jamie Taxer, Stanford University; Anne C. Frenzel, University of Munich (LMU)
Teacher Enthusiasm, Emotional Display Rules, and Emotion Regulation Strategies - Mei-Lin Chang, Kennesaw State University