title: Antecedents of teachers' emotions in the classroom: an intraindividual approach.
abstract: Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers' emotions in the classroom. More specifically, the relationships between students' motivation and discipline and teachers' enjoyment and anger were explored, as well as if these relationships are mediated by teachers' subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual approach by collecting data through a diary. The sample consisted of 39 teachers who each participated with one of their 9th or 10th grade mathematics classes (N = 758 students). Both teachers and students filled out diaries for 2-3 weeks pertaining to 8.10 lessons on average (N = 316 lessons). Multilevel structural equation modeling revealed that students' motivation and discipline explained 24% of variance in teachers' enjoyment and 26% of variance in teachers' anger. In line with theoretical assumptions, after introducing teachers' subjective appraisals as a mediating mechanism into the model, the explained variance systematically increased to 65 and 61%, for teachers' enjoyment and anger respectively. The effects of students' motivation and discipline level on teachers' emotions were partially mediated by teachers' appraisals of goal conduciveness and coping potential. The findings imply that since teachers' emotions depend to a large extent on subjective evaluations of a situation, teachers should be able to directly modify their emotional experiences during a lesson through cognitive reappraisals.
authors.affiliation: Department of Empirical Educational Research, University of Konstanz , Konstanz, Germany ; Department of Empirical Educational Research, Thurgau University of Teacher Education , Kreuzlingen, Switzerland.
authors.forename: Eva S
authors.initials: ES
authors.lastname: Becker
authors.affiliation: Department of Empirical Educational Research, University of Konstanz , Konstanz, Germany ; Department of Empirical Educational Research, Thurgau University of Teacher Education , Kreuzlingen, Switzerland.
authors.forename: Melanie M
authors.initials: MM
authors.lastname: Keller
authors.affiliation: Department of Empirical Educational Research, University of Konstanz , Konstanz, Germany ; Department of Empirical Educational Research, Thurgau University of Teacher Education , Kreuzlingen, Switzerland.
authors.forename: Thomas
authors.initials: T
authors.lastname: Goetz
authors.affiliation: Department of Psychology, University of Munich , Munich, Germany.
authors.forename: Anne C
authors.initials: AC
authors.lastname: Frenzel
authors.affiliation: Department of Psychology, University of Munich , Munich, Germany.
authors.forename: Jamie L
authors.initials: JL
authors.lastname: Taxer
keywords: anger; classroom conditions; cognitive appraisals; diary; emotional states; enjoyment; intraindividual approach; teacher emotions