Using Emotional Response Theory to Examine Dramatic Teaching Behaviors and Student Approach-Avoidance Behaviors

Autor/inn/en	Baker, James P.; Clark-Gordon, Cathlin V.; Myers, Scott A.
Titel	Using Emotional Response Theory to Examine Dramatic Teaching Behaviors and Student Approach-Avoidance Behaviors
Quelle	In: Communication Education, 68 (2019) 2, S.193-214 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clark-Gordon, Cathlin V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2018.1564835
Schlagwörter	Emotional Response; Teacher Behavior; Teaching Methods; Humor; Self Disclosure (Individuals); Personal Narratives; Interpersonal Communication; Citizenship; Undergraduate Students; College Faculty; Oral Language; Student Participation; Teacher Student Relationship; Student Behavior + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Humoristische Darstellung; Erlebniserzählung; Interpersonale Kommunikation; Staatsbürgerschaft; Fakultät; Oral interpretation; Mündlicher Sprachgebrauch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten
Abstract	Guided by emotional response theory, this study examined how students' emotional responses mediated the relationship between their instructors' dramatic teaching behaviors (i.e., humor, self-disclosure, narrative) and their approach-avoidance behaviors (i.e., oral in-class participation, out-of-class communication, classroom citizenship behaviors). Our study included responses from 240 undergraduate students enrolled at a Mid-Atlantic university. We found that while students' emotional responses failed to mediate the relationship between perceived instructor dramatic behaviors and their use of approach-avoidance behaviors in the classroom, direct effects were obtained between dramatic instructor behaviors and students' self-reports of their in-class oral participation, their out-of-class communication with their instructor, and their use of involvement classroom citizenship behaviors. Future research should shift from examining students' general perceptions of their emotional responses to assessing the specific emotions that guide their classroom involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01