The DOI matches its Crossref record; 104 of the 104 references it cites were found in a registry or an index.
Teacher emotions in the classroom and their implications for students
Open accessAbstract
The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create a conceptual framework for understanding the teacher emotion–student outcome link based on three psychological mechanisms: (1) direct transmission effects between teacher and student emotions, (2) mediated effects via teachers’ instructional and relational teaching behaviors, and (3) recursive effects back from student outcomes on teacher emotions, both directly and indirectly via teachers’ appraisals of student outcomes and their correspondingly adapted teaching behaviors. We then present a tour d’horizon of empirical evidence from this field of research, highlighting valence-congruent links in which positive emotions relate to desirable outcomes and negative emotions to undesirable outcomes, but also valence-incongruent links. Last, we identify two key challenges for teacher emotion impact research and suggest three directions for future research that focus on measurement, research design, and an extended scope considering emotion regulation.
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Cites
Fredrickson, B. L. (2001) · American Psychologist · doi:10.1037//0003-066x.56.3.218 · Cited by 18,025
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001) · Annual Review of Psychology · doi:10.1146/annurev.psych.52.1.397 · Cited by 12,852 · cited 1×
“…we also report about studies that address the phenomenon of emotional exhaustion, the core subjective affective component of teacher burnout (Maslach et al., 2001), but we do not tap into the very rich literature of teacher burnout more generally (for reviews, see Garc ıa-Carmona et al.,…”
BackgroundAn Attributional Theory of Motivation and Emotion
Weiner, B. (1986) · Springer eBooks · doi:10.1007/978-1-4612-4948-1 · Cited by 4,942
Emotion regulation: affective, cognitive, and social consequences.
Gross, J. J. (2002) · Psychophysiology · doi:10.1017/s0048577201393198 · Cited by 4,890 · cited 1×
“From this perspective, the self-monitoring and selfcorrective actions involved in emotion regulation consume cognitive resources and lead to performance impairment (Gross, 2002).”
BackgroundHamre, B. K., & Pianta, R. C. (2001) · Child Development · doi:10.1111/1467-8624.00301 · Cited by 3,307
POSNER, J., RUSSELL, J. A., & PETERSON, B. S. (2005) · Development and Psychopathology · doi:10.1017/s0954579405050340 · Cited by 2,602 · cited 1×
“Some researchers additionally consider the dimension of arousal (from calm to alert; see e.g. Posner et al., 2005).”
BackgroundIssues in Educational Research
Keeves, J. P., & Lakomski, G. (1999) · Medical Entomology and Zoology · Cited by 2,531
Positive Emotions Broaden and Build
Fredrickson, B. L. (2013) · Advances in Experimental Social Psychology · doi:10.1016/b978-0-12-407236-7.00001-2 · Cited by 1,907
Appraisal Theories of Emotion: State of the Art and Future Development
Moors, A., Ellsworth, P. C., Scherer, K. R., & Frijda, N. H. (2013) · Emotion Review · doi:10.1177/1754073912468165 · Cited by 1,661
Mixed emotions: teachers’ perceptions of their interactions with students
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Cited by
Xie, X., Teng, M. F., Zhang, L. J., & Alamer, A. (2025) · International Journal of Applied Linguistics · doi:10.1111/ijal.12798 · Cited by 31
Srivastava, P., Sehgal, T., Jain, R., Kaur, P., & Luukela-Tandon, A. (2024) · Journal of Knowledge Management · doi:10.1108/jkm-02-2023-0112 · Cited by 15
Metadata
- Authors
- Frenzel, A. C., Daniels, L., & Burić, I.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2021-10-02
- Volume
- 56
- Issue
- 4
- Pages
- 250-264
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W3214548516
- Cited by
- 470
- References
- 104
- FWCI
- 94.10
- Type
- journal article
- Language
- en
- Open access
- hybrid
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
