Teacher enthusiasm: Based on students’ reports

Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links – between teacher enthusiasm and student emotions, and between student emotions and engagement – remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2,002 learners of English as a foreign language (EFL) from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher enthusiasm, enjoyment, boredom, and social-behavioral learning engagement. In addition, student enjoyment and boredom were found to co-mediate the relationship between perceptions of teacher enthusiasm and student social-behavioral engagement in English classes. Qualitative interviews with nine students provided insights into the potential causes of the statistical patterns. Theoretical and pedagogical implications are discussed, followed by directions for future research.

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Teacher Enthusiasm and Student Motivation for Learning

Global Journal of Educational Studies ◽

10.5296/gjes.v6i1.16405 ◽

2020 ◽

Vol 6 (1) ◽

pp. 40

Author(s):

David Palmer

Keyword(s):

Student Motivation ◽

Teacher Behaviors ◽

Motivational Factor ◽

Motivation For Learning ◽

Wide Range ◽

Teacher Enthusiasm

Previous studies of teacher enthusiasm have indicated that it can influence student motivation for learning, but it is not yet clear whether all students are influenced in this way, or only some of them. This study aimed to identify the percentage of students who were influenced by the teacher’s enthusiasm in normal classroom settings. Twenty-four grade 10 students were individually interviewed. The results indicated that all of the students had been influenced by the teacher’s enthusiasm, or lack of enthusiasm, in a recent lesson. Furthermore, the students described a wide range of teacher behaviors that they interpreted as indicating teacher enthusiasm. It was concluded that teacher enthusiasm is a motivational factor that can influence all or nearly all students.

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Testing a Process-Product Framework for Conceptualizing Motivation

Global Journal of Educational Studies ◽

10.5296/gjes.v5i1.14514 ◽

2019 ◽

Vol 5 (1) ◽

pp. 21

Author(s):

David Palmer

Keyword(s):

University Students ◽

Self Efficacy ◽

Personal Characteristics ◽

Active State ◽

Individual Interest ◽

Personal Factors ◽

Product Phase ◽

Motivation For Learning ◽

Teacher Enthusiasm ◽

Process Product

This study explored the idea that motivation for learning can be a process as well as a product: the product being an active state of motivation whereas the process would include the antecedents that created that state. This hypothesis was tested by interviewing 47 university students immediately after normal lectures. Results showed that 89% had experienced an active state of motivation (the product phase) that was influenced by antecedents that included personal characteristics (e.g., self-efficacy, individual interest), temporal personal factors (mood, fatigue), and contextual factors (teacher enthusiasm and “interestingness”). It was concluded that process-product is a potentially useful framework for conceptualizing motivation.

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What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition

Teaching and Teacher Education ◽

10.1016/j.tate.2021.103491 ◽

2021 ◽

Vol 107 ◽

pp. 103491

Author(s):

Xianhan Huang ◽

Lin Chin-Hsi ◽

Sun Mingyao ◽

Xu Peng

Keyword(s):

School Environment ◽

Teaching For Creativity ◽

Teacher Enthusiasm

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Dampening Effects of Perceived Teacher Enthusiasm on Class-Related Boredom in College Students: Longitudinal Mediation Effects of Perceived Task Value

Frontiers in Psychology ◽

10.3389/fpsyg.2021.712441 ◽

2021 ◽

Vol 12 ◽

Author(s):

Guan-yu Cui ◽

Jing-yi Chen ◽

Chen Wang ◽

Chen Zhang ◽

Xia Zhang ◽

...

Keyword(s):

College Students ◽

Task Difficulty ◽

Control Variable ◽

Value Theory ◽

Task Value ◽

Mediation Effects ◽

Control Value ◽

Longitudinal Mediation ◽

Teacher Enthusiasm ◽

Boredom Proneness

This study aims to explore the longitudinal mediation effects of college students’ perceived task value (PTV) between perceived teacher enthusiasm (PTE) and class-related boredom (CB). We conducted a longitudinal survey among college students from five colleges at the second (T1), sixth (T2), tenth (T3), and fourteenth week (T4) in a semester, and overall 1,371 students completed all the measurements. In the survey, a battery of questionnaires was used to measure the students’ PTE, perception of task difficulty, perception of task value, and CB. At T1, boredom proneness was measured as a control variable. Analysis of the longitudinal data showed that after controlling for the effects of boredom proneness and perceived task difficulty, students’ PTE was a significant predictor of CB, and students’ PTV played a significant mediating role in this causation relationship. The study supported the importance of the control-value theory in explaining the mitigating effect of students’ PTE on CB, especially highlighting the role of PTV.

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