Session Information
27 SES 14 B, Emotions in Education
Symposium
Contribution
This presentation deals with emotions in the classroom and their manifestation within the context of classroom interaction. It outlines the impact of the teacher-student relationship not only on social-emotional and academic learning outcomes for students, but also in regard to occupational well-being and teacher performance at the workplace. The latest research results in the field of educational psychology show that both negative and positive emotions are potentially involved in learning. In addition, the reported findings allow suggesting implications for con¬ducive, “memory-friendly” teaching: the more emotions are involved in edu¬ca¬tional processes and in the didactical set-up of teaching, the more available will the knowledge obtained be for its application in practice. Conversely, the more the curri-culum directs learners to draw mostly on the “rational domain”, the harder it will be for students to transfer this knowledge into situations outside the classroom (Immordino-Yang & Damasio 2007). Furthermore, we find that an emotionally supportive environment affects the engagement of students, which stimulates their interest and enjoyment in class, as well as their social-emotional and academic learning (Frenzel, Goetz, Lüdtke, Pekrun & Sutton 2009. Hamre & Pianta 2001, Jennings & Greenberg 2009, Meyer & Turner 2006, Reyes et al. 2012). In addition (based on our own quantitative study) we are able to identify a significantly positive correlation between student ratings of the teacher-student relationship and occupational well-being in their teachers (Grams 2014). Together with scholarly findings, these results underline the powerful impact of teacher-student in¬ter¬ac¬tions on teachers’ and students’ perfor¬mance and well-being at school. Finally, we draw on an empirical study based on our own data, suggesting that 50% of the variation in learning enjoyment of students can be (statistically) ex¬plained by the pupils’ relationship with the teacher and their relationship with classmates. In summary, our findings emphasise that by investing time and resources into the social-emotional setup of classroom interactions, teachers will not only benefit their students, but also themselves.
References
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705–716. Grams. S. L. (2014). Content teachers – content learners? The Correlation Between Occupational Teacher Well-being and the Teacher-student Relationship in Everyday Teaching. Aalborg University Press. Hamre, B. K., & Pianta, R. C. (2001). Early Teacher-Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade. Child Development, 72(2), 625–638. Immordino-Yang, M. H., & Damasio, A. (2007). We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. Mind, Brain, and Education, 1(1), 3–10. Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research, 79(1), 491–525. Meyer, D. K., & Turner, J. C. (2006). Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts. Educational Psychology Review, 18(4), 377–390. Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712.
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