Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions

Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions

Bibliographic Details
Main Author: Waldbuesser, Caroline
Language:English
Published: Ohio University / OhioLINK 2019
Subjects:
Communication
Emotional Response Theory
Teacher Nonverbal Immediacy
Teacher Caring
Teacher Confirmation
Student Emotional Processes
Student Discrete Classroom Emotions
Academic Resilience
Student Engagement
Student Emotions in the Classroom
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1556573843625795
id ndltd-OhioLink-oai-etd.ohiolink.edu-ohiou1556573843625795
record_format oai_dc
collection NDLTD
language English
sources NDLTD
topic Communication
Emotional Response Theory
Teacher Nonverbal Immediacy
Teacher Caring
Teacher Confirmation
Student Emotional Processes
Student Discrete Classroom Emotions
Academic Resilience
Student Engagement
Student Emotions in the Classroom
spellingShingle Communication
Emotional Response Theory
Teacher Nonverbal Immediacy
Teacher Caring
Teacher Confirmation
Student Emotional Processes
Student Discrete Classroom Emotions
Academic Resilience
Student Engagement
Student Emotions in the Classroom
Waldbuesser, Caroline
Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions
author Waldbuesser, Caroline
author_facet Waldbuesser, Caroline
author_sort Waldbuesser, Caroline
title Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions
title_short Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions
title_full Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions
title_fullStr Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions
title_full_unstemmed Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions
title_sort extending emotional response theory: testing a model of teacher communication behaviors, student emotional processes, student academic resilience, student engagement, and student discrete emotions
publisher Ohio University / OhioLINK
publishDate 2019
url http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1556573843625795
work_keys_str_mv AT waldbuessercaroline extendingemotionalresponsetheorytestingamodelofteachercommunicationbehaviorsstudentemotionalprocessesstudentacademicresiliencestudentengagementandstudentdiscreteemotions
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-ohiou15565738436257952021-08-03T07:10:50Z Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions Waldbuesser, Caroline Communication Emotional Response Theory Teacher Nonverbal Immediacy Teacher Caring Teacher Confirmation Student Emotional Processes Student Discrete Classroom Emotions Academic Resilience Student Engagement Student Emotions in the Classroom The purpose of the current study was to understand how student perceptions of teacher communication behaviors impacted student emotional processes in the classroom, which then influenced student outcomes. The study used emotional response theory (ERT) as a theoretical framework to investigate the influence of teacher communication behaviors on student experiences in the classroom. Specifically, the study examined teacher nonverbal immediacy, teacher confirmation, and perceived teacher caring as teacher affective communication behaviors. Further, emotional valence, emotion work, and emotional support were explored as student emotional processes. Last, academic resilience, student engagement, and negative discrete classroom emotions (specifically classroom anger and anxiety) were considered as outcome variables. In addition, the study also tested student perceived stress as a moderator variable, introducing a student characteristic into ERT. Structural equation modeling was used to examine how emotional valence and emotion work mediated the relationship between teacher affective communication behaviors and student outcomes (i.e., out of class engagement and negative discrete classroom emotions). Results indicated student emotional valence partially mediated the relationship between teacher affective communication behaviors and student out of class engagement as well as student negative discrete classroom emotions. Therefore, if students experienced more emotional valence in a class, the relationships between teacher affective communication behaviors and student outcomes tended to be strengthened. In addition, emotion work also partially mediated the relationship between teacher affective communication behaviors and student negative discrete classroom emotions. Thus, if emotion work was present, the inverse relationship between teacher affective communication behaviors and student negative discrete classroom emotions was increased. Emotion work, however, suppressed the relationship between teacher affective communication behaviors and student out of class engagement. In other words, if more emotion work was present, the relationship between teacher affective communication and student out of class engagement was decreased. Further, student perceived stress was found to moderate the relationships between student emotional processes and student classroom anxiety. Overall, results indicated perceived teacher caring, teacher nonverbal immediacy, and teacher confirmation worked within ERT to influence student emotional processes and student outcomes. Further, the study also found support for negative discrete classroom emotions and out of class engagement as outcomes of ERT. In addition, the results from the moderation analyses revealed that student perceived stress worked as a student characteristic within ERT. Therefore, results expanded current understandings of ERT by further investigating the role of teacher communication behaviors, student emotional processes, student outcomes, and student characteristics in ERT. The findings from the current study indicate the need to further study and explore ERT, continuing to understand what variables impact ERT. 2019-09-23 English text Ohio University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1556573843625795 http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1556573843625795 restricted--full text unavailable until 2024-09-01 This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

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