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The emotion of boredom has sparked considerable interest in research on teaching and learning, but boredom during tests and exams has not yet been examined. Based on the control-value theory of achievement emotions, we hypothesized that students may experience significant levels of boredom during testing ("test boredom"; Hypothesis 1) and that test boredom may be significantly related to theoretically hypothesized antecedents (control and value appraisals; Hypothesis 2) and outcomes (performance; Hypothesis 3). We further hypothesized that test boredom was more detrimental when students felt overchallenged during the test than when they felt underchallenged ("abundance hypothesis"; Hypothesis 4). We tested these hypotheses in two studies (Study 1: N = 208 eighth graders; 54% female; Study 2: N = 1,612 fifth to 10th graders, 47% female) using both trait and state measures of test boredom in mathematics and their proposed antecedents and outcomes. In support of Hypothesis 1, participants reported statistically significant levels of boredom during tests. Furthermore, the relations of test boredom with its control and value antecedents (i.e., being over- or underchallenged, facets of value) were in line with our assumptions (Hypothesis 2). In support of Hypothesis 3, test boredom was significantly negatively related to academic achievement (grades). In line with Hypothesis 4, test scores were negatively related to boredom due to being overchallenged but unrelated, or even positively related, to boredom due to being underchallenged. Directions for future research on test boredom as well as practical implications are outlined.

Understanding the structure, antecedents, and outcomes of students' emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire--Mathematics (AEQ-M), a self-report instrument assessing students' mathematics-related emotions. The AEQ-M measures seven emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across class, learning, and test contexts (internal structure). Based on control-value theory, it is assumed that these emotions are evoked by control and value appraisals, and that they influence students' motivation, learning strategies, and performance (external relations). Despite the popularity and frequent use of the AEQ-M, the research leading to its development has never been published, creating uncertainty about the validity of the proposed internal structure and external relations. We close this gap in Study 1 (N = 781 students, Grades 5-10, mean age 14.1 years, 53.5% female) by demonstrating that emotions are organized across contexts and linked to their proposed antecedents and outcomes. Study 2 (N = 699 students, Grade 7 and 9, mean age 14.0 years, 56.9% female) addresses another deficit in research on the AEQ-M, the lack of evidence regarding the assumption that emotions represent sets of interrelated affective, cognitive, motivational, and physiological/expressive components. We close this gap by evaluating extended AEQ-M scales, systematically assessing these components for five core mathematics emotions (enjoyment, anger, anxiety, hopelessness, boredom). Our work provides solid grounds for future research using the AEQ-M to assess emotions and their components in the domain of mathematics.

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.

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.

The COVID-19 pandemic extensively changed the work life of many employees. Teachers seemed particularly challenged, confronted with sudden remote teaching due to school closures. Drawing on the job demands-resources (JD-R) model, we investigated (a) changes in seven work characteristics (job demands: emotional demands, interpersonal conflict, workload; job resources: autonomy, social support, feedback, task variety) and three job-related well-being indicators (fatigue, psychosomatic complaints, job satisfaction), (b) how changes in work characteristics correlated with well-being, and (c) the impact of two individual difference factors (caretaking responsibilities, career stage). Data were collected in two waves (just prior to and a few months into the COVID-19 pandemic) across Germany from 207 teachers with an average work experience of 6 years (range: 1-36 years). Using latent change score (LCS) modeling, we found significant, small-to-medium-sized decreases over time for both job demands and resources as well as fatigue, with variability in the magnitude of changes. Decreases in job demands correlated with decreases in fatigue and psychosomatic complaints, whereas decreases in job resources correlated with decreases in job satisfaction. Teachers with caretaking responsibilities and more experienced teachers were more vulnerable to the crisis as they experienced a smaller or no decrease in job demands in concert with diminished job resources. These findings reveal the double-edged consequences of the COVID-19 pandemic for teachers' work life.

Drawing upon appraisal-theoretical framework (Frenzel, 2014), this study aimed at examining the antecedents of pleasant and unpleasant emotions experienced by English as a foreign language (EFL) teachers in Iran. Results of semi-structured interviews with eleven EFL teachers teaching in private language institutes showed that positive interaction with students, motivated students, and students' progress were the most frequently mentioned antecedents of enjoyment. For pride, positive feedback from students and students' progress were identified as the key antecedents. For anxiety and shame, inability to answer students' questions was the key antecedent, while shame was additionally triggered by responsibility for student failure, and anxiety was additionally triggered by class observation by supervisors, and lack of preparation. For anger, disciplinary issues, lack of student commitment to tasks and homework, and having to explain a topic to students several times when they do not understand were identified as the key antecedents. Demotivated and uncollaborative students were identified as antecedents of boredom. In the end, the findings were discussed and pedagogical and research implications were suggested.

It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate whether those patterns were related to students' enjoyment and boredom. Findings imply that the two enthusiasm components do not always co-occur. Four lesson profiles were identified: (1) experienced enthusiasm and enthusiastic teaching coinciding at a high level, (2) teachers reporting high levels of experienced enthusiasm but not being perceived as enthusiastic, (3) teachers being perceived as enthusiastic but not reporting high levels of experienced enthusiasm, and (4) low levels of experienced enthusiasm and enthusiastic teaching. The first pattern was superior to the other profiles regarding students' emotions. Study findings are discussed with respect to teachers' emotional well-being and teaching effectiveness. [Note: The issue number (4) shown on the PDF is incorrect. The correct issue number for this article is 2.]

Background: Instructor enthusiasm has been shown to enhance a range of positive student outcomes including recall, but the underlying mechanisms for the favourable effects of teacher enthusiasm are still largely unknown. Aims: We hypothesized that attention paid to the instructor is one mechanism and that the positive effects of enthusiasm will disappear when attention is captured by another task. Samples: In a series of three studies, we involved fourth and fifth graders in listening to texts read aloud with high or low levels of displayed enthusiasm. Methods: In Study 1, we obtained self-reported and observed behavioural indicators of attention while students were read texts with high versus low enthusiasm. In Study 2, we additionally manipulated attention by comparing a group who performed a concurrent attentional task while listening to the texts read with high or low enthusiasm to a group who only listened to the texts. In Study 3, we compared the attention-catching concurrent task used in Study 2 to a non-attention-catching dual task. Results and Conclusions: Our results confirm that displayed enthusiasm captures attention and that attention partially explains the positive effect of displayed enthusiasm on recall.

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.

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.

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]

Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German "Project for the Analysis of Learning and Achievement in Mathematics." Results showed that students with low levels of cognitive ability were able to differentiate EVT components. Both groups demonstrated a similar downward developmental trend in motivation from early to middle adolescence, and similar relations between EVT components and levels of efforts, self-regulation, and mathematics class grades.

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.

Teaching can be an emotionally exhausting profession, thus mechanisms that protect teachers from feeling emotionally overextended need to be investigated. In two studies, we examined the indirect role teacher-student relationships have on teachers' level of emotional exhaustion through teachers' experiences of enjoyment and anger. In the first, we used a latent path analysis to examine the indirect effect of teacher-perceived (N = 266) teacher-student-relationships on teachers' emotional exhaustion in a cross-sectional design. In the second study, we extended these findings to a longitudinal design that utilized student perceptions and replicated the indirect effect of teacher-student relationships on teachers' (N = 69) emotional exhaustion using student (N = 1643) perceptions of teacher-student relationships. The results from both studies indicated that high quality teacher-student relationships help protect teachers from being emotionally exhausted through increasing the amount of enjoyment and decreasing the amount of anger they experienced in the classroom.

Enjoyment is one of the most relevant and frequently experienced discrete emotions for both teachers and students in classroom learning contexts. Based on theories of emotion transmission between interaction partners, we propose a reciprocal effects model linking teachers' and students' enjoyment in class. The model suggests that there are positive reciprocal links between teachers' and students' enjoyment and that these links are mediated by teachers' and students' observations of each other's classroom behaviors. The model was tested using 3-wave longitudinal data collected across the 1st 6 months of a school year from N = 69 teachers (78% female) and their 1,643 students from Grades 5 to 10 (57% female). A multilevel structural equation model confirmed our mediation hypotheses. Teacher enjoyment at the beginning of the school year (Time 1 [T1]) was positively related to student perceptions of teachers' enthusiasm during teaching 4 weeks later (T2), which was positively related to student enjoyment at midterm (T3). Further, student enjoyment at T1 was positively related to teacher perceptions of their students' engagement in class at T2, which was positively related to teacher enjoyment at T3. This study is the first to provide longitudinal evidence of reciprocal emotion transmission between teachers and students. Implications for future research and teacher training are discussed. Educational Impact and Implications Statement: Researchers, educational policymakers, and the general public agree that teachers should radiate enjoyment and thus "infect" their students with excitement about learning. However, emotional contagion in human interaction is not a one-way street. In this research, we proposed that teachers' and students' enjoyment in class are reciprocally linked via mutual social perceptions of how enthusiastic and engaged the interaction partners are. We tested our assumptions using 3-wave longitudinal data collected from approximately 70 classrooms (teachers and their students) across the first 6 months of a school year. The results fully confirmed our expectations. Our findings imply that teachers' emotional experiences in class depend on their students' emotions as much as students' emotional experiences depend on their teachers'. It thus seems that for classrooms to be enjoyable places for everyone involved, one must consider the needs and desires of both learners and teachers.

Teacher emotions are of growing interest in educational research, but empirical findings are still scarce. In their recent model illustrating the possible causes and effects of teacher emotions, Frenzel and colleagues argue that emotions are driven by subjective appraisals of success and failure. Specifically, these authors propose that teachers judge their teaching success based on specific dimensions of student behaviors (output orientation). Moreover, there are multiple models on instructional quality detailing which teacher behaviors characterize successful teaching (input orientation). To date, however, it is unknown how and when teachers themselves appraise their teaching as successful. To gain insight into teachers' appraisals of success, 307 mathematics teachers responded to an open-ended question about their criteria for math teaching success. Results showed that teachers' responses could be organized into six categories that mapped partly onto Frenzel's output-oriented model and partly onto the input-oriented instructional quality literature: (1) students' mathematical skills, (2) students' engagement, (3) students' social skills, (4) cognitive activation and structured presentation of the learning content, (5) structured organization of the learning environment and (6) feedback. These findings highlight student behavior, teacher behavior and feedback as key sources for mathematics teachers' subjective definitions of successful teaching and ultimately their emotional lives in the mathematics classroom.

Background: Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf "et al.," 2010, "Learning and Instruction, 20," 30) and to also impact their emotions (Schutz "et al.," 2007, "Emotion in Education," Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. Aim: The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. Samples: Participants were 495 practising teachers from Canada (86% female, M = 42 years). Methods: Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. Results: Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. Conclusions: The present results inform both Butler's (2012, "Journal of Educational Psychology, 104," 726) theory on teachers' achievement goals and Frenzel's (2014, "International handbook of emotions in education," Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures.

The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since Rosenshine's ("School Review" 78:499-514, 1970) review, the conceptualizations, definitions, methodology, and results have only become more scattered, and several related constructs have emerged that may or may not be synonymous with teacher enthusiasm. In this review, we delve into the past four decades of teacher enthusiasm research to provide a potential starting point for a new, consolidated direction in teacher enthusiasm research based on a proposed, holistic definition of enthusiasm which brings together research from the past and can fuel research for the future. We begin by reviewing definitions of teacher enthusiasm and related constructs and, thereafter, put forward a new and integrative definition of teacher enthusiasm that combines the two most prevalent conceptualizations of the construct, namely experienced enjoyment and expressive behavior. Bearing our proposed definition in mind, we go on to present numerous measures that assess teacher enthusiasm, detail research evidence related to its correlates, and finally derive several research implications that, when considered in future research, promise to advance the field.

This study examined how adolescents' emotions in mathematics develop over time. Growth curve modeling was applied to longitudinal data collected annually from 2002 to 2006 (Grades 5–9; N = 3425 German adolescents; Mage = 11.7, 15.6 years at the first and last waves, respectively; 50.0% female). Results indicated that enjoyment and pride decreased over time (Glass's Δs = −.86, −.71). In contrast, negative emotions exhibited more complex patterns: Anger, boredom, and hopelessness increased (Δs =.52,.79,.26), shame decreased (Δ = −.12), and anxiety remained stable (Δ =.00). These change trajectories of emotions were associated with change trajectories of perceived control, intrinsic value, achievement value, and achievement in mathematics. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]