Instructor Swearing II, “Oh, S**t! Did I Just Swear in Class?”: Using Emotional Response Theory to Understand the Influence of Instructor Swearing in the College Classroom

• In Event: Top Papers in Instructional and Developmental Communication Division

Abstract

The current study examines student emotional reactions to instructor swearing and extends previous instructor swearing research by validating the functions and targets of instructor swearing (Authors, 2014). A measure of instructor swearing was created to assess college students’ (N = 363) perceptions of when teachers swear. Results yielded a six-factor structure that supports past research: swearing at self and job tools; swearing at students and their assignments; swearing to elaborate course concepts; swearing seen as part of the instructor’s disposition; swearing to gain attention; and, swearing to converge and be humorous. Framed by Emotional Response Theory (ERT), students’ emotions in the classroom (i.e., pleasure, arousal, dominance) significantly predicted students’ cognitive learning, affective learning, and motivation, above and beyond instructor swearing. Additionally, instructor swearing significantly predicted students’ pleasure and dominance emotional responses, but not arousal. A theoretical assessment is offered with regards to reconceptualizing and reoperationalizing the constructs outlined in ERT.

Authors

• Mark Generous, Arizona State U

• Marian L. Houser, Texas State U