Villavicencio, F

8/9/2019 Villavicencio, F

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FELICIDAD T. VILLAVICENCIO,PhD


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Teachers emotionality

Discrete emotion categories Basic emotions Emotions are anything but

natural

Frijda, 2004

Izard, 1977

Lutz, 1988

Teaching is an emotionally chargedactivity

Teaching involves human interaction andtherefore has an emotional dimension

Sutton &

Wheatley, 2003

Scott & Sutton,2009

Nias, 1996


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Control-value theory ofacademic emotions

(+) activityemotion

enjoyment

(+) outcomeemotion

Pride

(-) activityemotion

anger

boredom

(-) outcomeemotions

anxietyhopelessness

shame


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Effects of emotions

Pekrun, Goetz, Titz, & Perry, 2002; Pekrun, 2006

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Positive emotions

Strengthen motivation

Direct attention toward the task

Enhance flexible learning

Negative emotions

Erode motivation

Direct motivation away from the task

Make task processing shallow andsuperficial


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Method

1 Establishing construct definitionand content domain

2 Generating and judging

measurement items3 Pilot testing

4 Data Analysis

5 Validation of the scale

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ParticipantsPilot study

120 items 547 teachers Age=21-64 years

Participants

Validation

45 items 275 teachers Age= 21-61 years

Dataanalysis

Exploratory FactorAnalysis (EFA)

Confirmatory FactorAnalysis (CFA)

Method


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Results

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Eigenvalue % Total Cumulative Cumulative

1

24.53496 20.44580 24.53496 20.44580

2

14.84534 12.37111 39.38030 32.81692

3

3.97455 3.31213 43.35485 36.12904

4

3.35527 2.79606 46.71012 38.92510

5

2.94413 2.45344 49.65425 41.37854


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Scree plot

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1-Irritation and anger

2 -Pride and enjoyment

3- Guilt and shame

4- Boredom

5 - Annoyance9


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Final version No. of

items

M SD Cronbachs

alpha

Factor 1

Irritation/anger

1242.22 7.56

.92

Factor 2

Pride/enjoyment

10 41.72 4.45 .86

Factor 3

Guilt/shame

9 31.29 5.92 .84

Factor 4

Boredom

8 19.91 6.26 .78

Factor 5

Annoyance

4 14.38 2.75 .75

ETS

Whole scale

43 149.53 18.29 .92


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Teachers get angry orirritated

I get angry when astudent cheats during

exams

I get irritated whenstudents do not pay

attention to the

discussion

when studentsshow poor academic

work

when they seethat their goals arenot attained

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I appreciate students who monitortheir own thinking during class

discussion

I am proud of my ability to design lessons

that are relevant, meaningful, and fun

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Teachers experience enjoymentand pride in relation to performanceof their duties


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Guilt occurs when teachers evaluationleads to the conclusion that one has failed

In relation to teaching

I feel guilty if I dontachieve all the

objectives of the

course

In relation to students

I feel guilty if majorityof students failed in

the exam

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Boredomexperienced by teachers

May be task-related Constructing

tests/exams isboring for me.

Or student-related I feel bored in a

class of passivestudents

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Teachers get annoyed when they

fail in their expectations

I am annoyedwhen no one

could answer myquestions in

class

I am annoyedwhen students

did not do theirassignments

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Emotionality

in Teaching

Cognition

Goals andMotivation

Emotions can affect teachers intrinsic motivation,

attributions, efficacy beliefs, and goals(Pekrun, Goetz, Titz, & Perry, 2002)

Emotions can affect memory of teachers, their

categorizing, thinking, and problem solving

(Isen, 1993)


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Teachers experience a

diversity of emotions inteaching.

ETS is the first instrumentin emotionality in teaching

that utilized both

qualitative andquantitative methods in its

development

ETS has strong empiricalqualities which contributes

to the assessment andmeasurement literature

This instrument can beadopted in future research

in investigating other

motivational factorsrelated to teaching

performance

Conclusions

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Thank you for

your attention !

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Documents

Villavicencio, F