Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools
Julia Holzer; Luisa Grützmacher; Marko Lüftenegger; Manfred Prenzel; Barbara Schober · 2024 · Learning and Instruction
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract
Despite broad theoretical consensus on the direct and indirect relevance of teacher emotions for instructional behavior and student outcomes, empirical evidence is inconclusive. Moreover, there is limited research in this area involving disadvantaged and younger student populations, and addressing students’ school well-being as an outcome explicitly. This study investigates associations between teacher emotions (joy, anger, anxiety), teacher-reports of instructional behavior (cognitive and motivational stimulation, classroom management, and social support), and students' reported school well-b
Abstract by Julia Holzer; Luisa Grützmacher; Marko Lüftenegger; Manfred Prenzel; Barbara Schober, Learning and Instruction (2024) — licensed CC BY 4.0.
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Metadata source: OpenAlex · DOI 10.1016/j.learninstruc.2024.101926