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Research on faculty emotions is scarce, despite their evident relevance for faculty well-being, higher education quality, and student outcomes. The present studies aimed to investigate six discrete emotions (enjoyment, pride, boredom, anxiety, anger, frustration) faculty may experience during grading. Study 1 compared faculty emotions for grading with emotions for research and teaching (US sample, N = 1226). Mean comparisons showed that grading generally elicited less positive and more negative emotions than research and teaching. Study 2 further examined faculty emotions for grading through the lens of control-value theory, by identifying emotion-specific appraisal patterns in two countries (US, n = 244 and Germany, n = 201). Multiple linear regressions revealed that the most consistent predictor for grading emotions across both samples was cost, in terms of the extent to which faculty perceived grading as a thankless task that kept them away from more meaningful tasks. Our findings further point to the important role of faculty–student relationships and faculty members' confidence in their grading ability for eliciting grading emotions. This study extends existing research on emotions in higher education by considering grading as a relevant emotion-inducing task, and by applying control-value theory to a new context in two countries, thereby contributing to the question of this theory's generalizability. Practical implications of our findings entail that universities should aim to improve the circumstances of grading and equip their faculty with the means to handle their grading duties well, to optimize their somewhat worrisome emotional experiences in this context. [ABSTRACT FROM AUTHOR]

Research and national surveys show that deficiencies in elementary science teaching preparation are frustratingly persistent. Understanding positive and negative emotions as they relate to planning and teaching science is relevant for both the well-being of teachers and the quality of their teaching. There needs to be more empirical evidence on how teachers feel about teaching science and how these feelings impact their teaching, partially because research on scales for assessing science-specific emotions has lagged the efforts in other fields. This article presents a pilot study in developing the Science Teaching Emotions Scales (Sci-TES) to address this issue. Sci-TES is based on the Teacher Emotions Scales (TES) and consists of four-item scales for three emotions considered most relevant in teaching: enjoyment, anger, and anxiety. Using data collected from 185 elementary teacher candidates, we tested the Sci-TES for internal validity. The scales proved generally reliable, and confirmatory factor analysis supported internal validity by showing that the three-factor model (enjoyment, anger, and anxiety) was superior to single-factor and two-factor models. As such, the Sci-TES shows promise as a tool to be used in science content or methods courses for teacher candidates. [ABSTRACT FROM AUTHOR]

This study examined temporal interrelations among math self-concept and math self-efficacy and their differential relations to two commonly applied math achievement indicators, that is, math achievement test scores and school grades in math. It based on a longitudinal design with four annual assessments of self-concept, self-efficacy, school grades, and achievement test scores in math during secondary school (Years 6 to 9, N = 3,209 German students). Prior math self-concept was positively related to subsequent math self-efficacy, but prior math self-efficacy was unrelated to subsequent math self-concept. Considering math grades, reciprocal relations could be found for math self-concept. Math self-efficacy and math grades showed a unidirectional relation with former math grades being related to later math self-efficacy. Considering math test scores, reciprocal relations could be found for math self-efficacy. The relation between math test scores and math self-concept was unidirectional, former math test scores being related to later math self-concept. The relations among self-concept, self-efficacy, and the two types of achievement indicators in math did not vary across time waves which covered adolescent years. Gender invariance was demonstrated with regard to the interrelations of math self-concept and math self-efficacy as well as for their relations to both math achievement indicators. [ABSTRACT FROM AUTHOR]

Achievement motivation scores on the domain-specific level are better predictors of domain-matching scholastic performance than scores of general achievement motivation measures. Although there is research on domain-specific motivational measures, it is still unknown where this higher predictive power originates from. To address this, 715 students in secondary school answered questionnaires on general and domain-specific achievement motivation, domain-specific self-concept, and domain-specific self-esteem in two different studies. The first study was designed to disentangle the variance components in general and domain-specific achievement motivation in order to delineate hypotheses regarding potential drivers for the predictive power of domain-specific achievement motivation. The findings implied a strong role for a shared method factor. To explore the nature of this method factor, domain-specific self-concept/-esteem were focussed to establish discriminant validity evidence in a second study. The results indicate that the additional domain-specific variance can, in large parts, be explained by self-concept and self-esteem on domain-specific level. [ABSTRACT FROM AUTHOR]

The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create a conceptual framework for understanding the teacher emotion–student outcome link based on three psychological mechanisms: (1) direct transmission effects between teacher and student emotions, (2) mediated effects via teachers' instructional and relational teaching behaviors, and (3) recursive effects back from student outcomes on teacher emotions, both directly and indirectly via teachers' appraisals of student outcomes and their correspondingly adapted teaching behaviors. We then present a tour d'horizon of empirical evidence from this field of research, highlighting valence-congruent links in which positive emotions relate to desirable outcomes and negative emotions to undesirable outcomes, but also valence-incongruent links. Last, we identify two key challenges for teacher emotion impact research and suggest three directions for future research that focus on measurement, research design, and an extended scope considering emotion regulation. [ABSTRACT FROM AUTHOR]

The aim of the present study was to explore links between teachers' emotional labour, class-perceived instructional strategies and their students' self-reported academic engagement. Data on emotional labour from N = 95 high-school teachers and their students' (N = 2,111) perceptions of instructional strategies and self-reported academic engagement were analysed through doubly latent multilevel SEM. The results indicated systematic links between teachers' emotional labour strategies and class-perceived instructional strategies and student self-reported engagement. The more frequently teachers reported to hide or suppress their feelings in class, the lower was the instructional strategies as perceived by the students. Teachers' faking emotions were found to be positively linked with class-level engagement. The obtained results imply that interventions fostering teachers' emotion-regulation strategies can be very promising, as they likely are beneficial both for teacher well-being and for teaching performance. [ABSTRACT FROM AUTHOR]

We hypothesized that students use the message behind teacher emotions to interpret the cause of their failure and to form competence beliefs; hence, in failure situations teacher anger could be beneficial. In Experiment 1, participants made judgments about another student's failure in the face of teacher pity versus anger. Lack of ability attributions were made and low competence was perceived, when pity was interpreted as the teacher attributed the failure to lack of ability. Lack of effort attributions were made when anger was interpreted as the teacher attributed the failure to lack of effort. Experiment 2 replicated and extended these findings by examining students responses to their own failure. Findings imply that expressing anger is less detrimental than many teachers suppose. [ABSTRACT FROM AUTHOR]

The authors analyzed the domain specificity of emotions and focused on experiences of enjoyment, anxiety, and boredom in the domains of mathematics, Latin, German, and English. On the basis of assumptions in R. Pekrun's (2000; in press) control-value theory and findings of pilot studies, the authors hypothesized the existence of a largely domain-specific organization of emotional experiences. The sample consisted of 721 students from grades 7 to 10. Confirmatory multitrait-multimethod factor analysis of the 2-faceted dataset (emotions and domains) corroborated assumptions of domain specificity. Furthermore, using multilevel analysis, the authors found that emotions were significantly more domain-specific than students' grades, with enjoyment being the most domain-specific of the three emotions under investigation. The authors discuss implications for future research and practice. [ABSTRACT FROM AUTHOR]