Naslov
How is teacher enthusiasm related to students’ epistemic emotions?

Autori
Balaž, Barbara ; Pavlin-Bernardić, Nina

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
23. Dani psihologije u Zadru: Knjiga sažetaka / Tucak Junaković, Ivana ; Macuka, Ivana ; Tokić, Andrea - Zadar : Sveučilište u Zadru, 2022, 46-46

Skup
23. Dani psihologije u Zadru

Mjesto i datum
Zadar, Hrvatska, 26.05.2022. - 28.05.2022

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
teacher enthusiasm ; epistemic emotions ; control and value appraisal ; physics

Sažetak
One of the most prominent characteristics of effective teaching is teacher enthusiasm which can have positive effects for both teachers themselves and their students. Therefore, the main aim of this study was to examine the relationship between students’ perception of their teachers’ enthusiasm, the appraisals of control and the value and epistemic emotions. In total, 545 8th grade students from 12 elementary schools in Zagreb, participated in the study. The study was conducted in February 2020, right before the transition to the distance teaching. Since academic emotions are domain-specific, we assessed all variables in the context of the subject of physics. The students filled out questionnaires about physics teachers’ enthusiasm, self-efficacy and value for physics and the intensity of the seven epistemic emotions (surprise, curiosity, enjoyment, confusion, frustration, anxiety, and boredom) they usually experience while learning new material at the physics’ class. The results of conducted path analysis showed that teachers’ enthusiasm directly and indirectly predicted epistemic emotions in physics among students. That is, enthusiasm directly predicted a higher intensity of surprise, curiosity and enjoyment, and a lower intensity of confusion, frustration, anxiety, and boredom. On the other hand, enthusiasm indirectly predicted all epistemic emotions via value appraisal, while it predicted only curiosity, confusion, frustration, and anxiety via predicting students’ self- efficacy. Given the obtained results, we can conclude that teachers’ enthusiasm represents one important contextual antecedent of epistemic emotions, and it is one of the teachers’ characteristics that can have positive effects on emotional and motivational outcomes among students.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA