مقاله انگلیسی رایگان در مورد مشارکت دانش آموز و هیجانات معلم – الزویر ۲۰۲۴
مشخصات مقاله | |
ترجمه عنوان مقاله | مشارکت دانش آموز و هیجانات معلم در گروه دو عضوی دانش آموز – معلم: نقش شمولیت معلم |
عنوان انگلیسی مقاله | Student engagement and teacher emotions in student-teacher dyads: The role of teacher involvement |
نشریه | الزویر |
انتشار | مقاله سال ۲۰۲۴ |
تعداد صفحات مقاله انگلیسی | ۱۰ صفحه |
هزینه | دانلود مقاله انگلیسی رایگان میباشد. |
نوع نگارش مقاله |
مقاله پژوهشی (Research Article) |
مقاله بیس | این مقاله بیس نمیباشد |
نمایه (index) | |
نوع مقاله | ISI |
فرمت مقاله انگلیسی | |
ایمپکت فاکتور(IF) |
۲٫۹۴۴ در سال ۲۰۲۲ |
شاخص H_index | ۸۴ در سال ۲۰۲۴ |
شاخص SJR | ۰٫۴۲۳ در سال ۲۰۲۲ |
شناسه ISSN | ۱۸۷۳-۳۲۶۳ |
شاخص Quartile (چارک) | Q2 در سال ۲۰۲۲ |
فرضیه | ندارد |
مدل مفهومی | ندارد |
پرسشنامه | ندارد |
متغیر | دارد |
رفرنس | دارد |
رشته های مرتبط | علوم تربیتی – روانشناسی |
گرایش های مرتبط | مدیریت و برنامه ریزی آموزشی – روانشناسی بالینی کودکان و نوجوانان |
نوع ارائه مقاله |
ژورنال |
مجله | یادگیری و دستورالعمل – Learning and Instruction |
دانشگاه | University of Oxford, United Kingdom |
کلمات کلیدی | هیجانات معلم، مشارکت دانش آموز، رابطه معلم و دانش آموز، شمولیت معلم |
کلمات کلیدی انگلیسی | Teacher emotions, Student engagement, Teacher-student relationship, Teacher involvement |
شناسه دیجیتال – doi |
https://doi.org/10.1016/j.learninstruc.2024.101876 |
لینک سایت مرجع | https://www.sciencedirect.com/science/article/pii/S0959475224000033 |
کد محصول | e17726 |
وضعیت ترجمه مقاله | ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید. |
دانلود رایگان مقاله | دانلود رایگان مقاله انگلیسی |
سفارش ترجمه این مقاله | سفارش ترجمه این مقاله |
فهرست مطالب مقاله: |
Abstract ۱ Introduction ۲ The present study ۳ Method ۴ Results ۵ Discussion ۶ Limitations ۷ Conclusion and implication CRediT author statement Acknowledgement Appendix Schematic structure of the dataset References |
بخشی از متن مقاله: |
Abstract Aims Methods Results Conclusion
Introduction Teacher and student emotions play an essential role in students’ learning and also in teachers’ teaching careers and their well-being. Investigating teachers’ emotions is important for understanding teachers’ needs and challenges of teaching (Schutz, 2014). Although research has mostly focused on the dynamics between teachers and students generally in the classroom, teachers do react differently to individual students in the classroom and this, in turn, has an impact on both teachers and students (Newberry & Davis, 2008). To understand how students and teachers can foster each other’s positive emotional experiences in the classroom in a reciprocal way, it is important to investigate teacher-student dyads and their relationships and behaviours. However, to date, little is known about teacher-student dyads regarding their behaviours, relationship qualities, and emotional experiences in the classroom.
There has been a growing interest in understanding emotional experiences in school settings with researchers increasingly investigating the importance of linking teachers’ emotions with their students’ engagement and emotions in the classroom (e.g., Frenzel et al., 2021). Drawing on Fredrickson’s broaden-and-build theory (Fredrickson, 2004), teachers’ positive emotions could enhance their own well-being and their ability to deal with the challenges of their work. Theoretical models regarding teacher emotions and well-being suggest that teacher emotions reflect their reactions towards the behaviours of particular students in the classroom (Frenzel, 2014; Spilt et al., 2011). Interestingly, negative student behaviours do not necessarily lead to teachers’ negative emotions. Thus, it is important to consider and investigate how teachers interpret the dyadic relationship with a student. However, most research has focused on finding links between students’ negative behaviour (e.g., teachers’ perceptions of student disruptive behaviour) and higher levels of teacher stress and burnout, and lower levels of well-being. We argue that it is crucial to investigate the effect of individual students’ positive behaviour (e.g., engagement) on teachers’ emotions. Since teachers might experience higher levels of conflict and closeness with students who exhibit more disruptive behaviour from the teachers’ perspective (Spilt & Koomen, 2009), the meaningful effort teachers put into specific students may contribute to teachers’ emotional reactions to students’ behaviours (Spilt et al., 2011).
Results ۴٫۱٫ Descriptive analysis
The intraclass correlation (ICC) demonstrated that between-teacher variability of teacher emotions ranged from 0.60 to 0.61, indicating that most of the variance was from variation between teachers, although a substantial variance accounted for between-lesson variation (approximately 0.38 and 0.40 for positive and negative emotions). Note that there was no between-student variance. This is because teachers rated their own emotions once per lesson (as did each of the four students). Teachers did not report their emotions for each student separately. |