教师的课程特定情绪与观察到的教师与学生互动以及学生参与之间的关联
Sanni Pöysä1, Kati Vasalampi2, Joona Muotka3
1Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland.
The British journal of educational psychology
|February 3, 2025
概括
教师的积极情绪与更好的情绪支持和课堂组织有关,而负面情绪与较差的互动有关. 这项研究强调了教师的情绪如何影响学生的参与和课堂动态.
科学领域:
- 教育心理学教育心理学
- 在课堂上进行观察.
- 教师 情绪 研究 研究
背景情况:
- 教师的情绪显著影响教学实践.
- 以前的研究主要依赖于教师/学生对这些协会的自我报告.
- 在通过客观观察来理解这些联系方面存在差距.
研究的目的:
- 调查教师自我评价情绪与观察到的教学质量之间的关联.
- 检查教师情绪与学生行为参与之间的关系.
- 探索与情感支持,课堂组织和教学支持的联系.
主要方法:
- 利用了84名芬兰教师和907名学生的282个课程的视频录制.
- 通过使用课堂评估评分系统-中等 (CLASS-S) 评估教师与学生的互动和学生的参与.
- 通过InSitu-T仪器收集教师情绪数据,并使用交叉分类的两级建模进行分析.
主要成果:
- 教师的积极情绪与观察到的情感支持和课堂组织有积极的相关性.
- 教师的负面情绪与观察到的情绪支持和课堂组织有负相关性.
- 教师情绪与教学支持之间的关联并不显著.
- 教师的情绪与学生观察到的行为参与有显著的关联.
结论:
- 教师的情绪显然与教师与学生互动的质量和学生参与度有关.
- 观察数据提供了关键的见解,补充了自我报告措施.
- 研究结果强调了在教育环境中考虑教师的情绪状态的重要性.
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