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Session Type: Symposium
The classroom is laden with emotions: students may anxiously take an exam, enthusiastically answer a question, or erupt in anger towards their peers, while the teacher responds to them with sympathy, joy, or frustration. Though these instances are salient, there are underlying recursive and reinforcing processes that play out prior to these moments. Understanding these processes is necessary to fully understand the classroom environment and improve emotional well-being and academic success. This symposium brings together researchers to address three main objectives: 1) Present new empirical evidence for these recursive and reinforcing processes, 2) Identify gaps in current research on how emotions play out in the classroom, 3) Consider the broader implications of understanding emotions in the classroom.
The Interplay of Elementary School Students' Emotions and Their Academic Achievement - Stephanie Lichtenfeld, University of Munich; Reinhard Pekrun, University of Munich
Declines in Adaptive Emotion Regulation Beliefs and Strategies Across Middle School - Eric Smith, Stanford University; Carissa Romero, Stanford University; Brian Donovan, Stanford University; Ihno Lee; David Paunesku, Stanford University; Rachel Herter, Stanford University; Geoffrey L. Cohen, Stanford University; Carol Dweck, Stanford University; James J Gross, Stanford University
Emotional Convergence Within Classrooms: Selection and Influence Effects - Philipp G Forster, University of Munich; Reinhard Pekrun, University of Munich
The Mediating Role of Emotions in the Relationship Between Teacher-Student Relatedness and Emotional Exhaustion in Teachers - Jamie Taxer, Stanford University; Anne C. Frenzel, University of Munich (LMU)