Emotional Contagion in the Classroom: The Impact of Teacher Satisfaction and Confirmation on Perceptions of Student Nonverbal Classroom Behavior

Autor/inn/en	Houser, Marian L.; Waldbuesser, Caroline
Titel	Emotional Contagion in the Classroom: The Impact of Teacher Satisfaction and Confirmation on Perceptions of Student Nonverbal Classroom Behavior
Quelle	In: College Teaching, 65 (2017) 1, S.1-8 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2016.1189390
Schlagwörter	Satisfaction; Emotional Response; Multiple Regression Analysis; Teacher Education; Student Attitudes; Teacher Attitudes; Nonverbal Communication; Student Behavior; Teacher Behavior; Sampling; College Faculty; Teaching Assistants; Graduate Students; Adjunct Faculty; Likert Scales; Statistical Analysis; Correlation; Classroom Techniques; Mentors + Suchen Sie Ihr Suchwort? Zufriedenheit; Emotionales Verhalten; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Lehrerverhalten; Non-verbal communication; Nonverbale Kommunikation; Student behaviour; Teacher behaviour; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Likert-Skala; Statistische Analyse; Korrelation; Klassenführung
Abstract	Teachers appreciate nonverbally responsive students, but what is missing is an understanding of the direct influence of teachers' self-perceptions on their perceptions of how engaged their students are in class. Using the emotional contagion theory as a lens, this study examines the premise that satisfied instructors expect students to mirror their own behaviors in the classroom through being nonverbally responsive. Results of the regression model confirm that teachers' perceptions of their own confirmation behaviors most strongly predict their perceptions of how nonverbally responsive students are in class. Thus, instructors who are more expressive will likely induce students to be more expressive, leading them to determine their students are being more nonverbally responsive. Further, expressive instructors will be more attuned to student interaction because they may subconsciously expect students to mirror their actions through nonverbal behaviors--they will look for it. Additionally, satisfied instructors view their students as satisfied and look for these feelings to be exposed via nonverbal response behaviors. Implications for teacher training and mentoring programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01