Are Lecturers Who Show Emotions Perceived as Understanding? How Culture and Teachers' Display of Emotion Are Related to Students' Judgments about a Teacher's Personality

Autor/inn/en	Mendzheritskaya, Julia; Hansen, Miriam
Titel	Are Lecturers Who Show Emotions Perceived as Understanding? How Culture and Teachers' Display of Emotion Are Related to Students' Judgments about a Teacher's Personality
Quelle	In: Studies in Higher Education, 44 (2019) 10, S.1793-1802 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1665332
Schlagwörter	Student Attitudes; Teacher Student Relationship; Personality Traits; Cross Cultural Studies; Foreign Countries; Emotional Response; Vignettes; College Students; Feedback (Response); Cultural Influences; College Faculty; Cultural Context; Educational Environment; Decision Making; Academic Achievement; Teacher Characteristics; Russia; Germany + Suchen Sie Ihr Suchwort? Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Cultural comparison; Kulturvergleich; Ausland; Emotionales Verhalten; Collegestudent; Cultural influence; Kultureinfluss; Fakultät; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Decision-making; Entscheidungsfindung; Schulleistung; Russland; Deutschland
Abstract	University lecturers tend to show emotions in congruence with the cultural-educational practices with which they are familiar. As lecturers' display of emotion can affect students' learning, it is important to understand how culture influences students' perception and interpretation of their lecturers' display of emotion. In this study, we examined how a university lecturer's display of emotions while giving negative feedback to students on their achievement in different cultural-educational contexts affected students' perception of the lecturer's personality. In an online survey university students in Germany (N = 148) and Russia (N = 136) read vignettes in which lecturers gave negative feedback to students during consultation hours. The lecturer's display of emotion varied (no emotion vs. pity vs. anger) in the vignettes. The participants judged the lecturer's personality by rating 10 items regarding the lecturer's conscientiousness, cautiousness, and understanding. Students in Germany differed significantly from students in Russia in their ratings of the lecturer's conscientiousness and understanding and the students' judgment of the lecturer's personality varied significantly between the angry condition and neutral condition. Both groups of students considered the lecturer to be more conscientious, cautious, and understanding when he showed pity than when he showed no emotion or anger. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01