Post on 29-May-2018
transcript
8/9/2019 Villavicencio, F
1/18
FELICIDAD T. VILLAVICENCIO,PhD
8/9/2019 Villavicencio, F
2/18
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
8/9/2019 Villavicencio, F
3/18
Control-value theory ofacademic emotions
(+) activityemotion
enjoyment
(+) outcomeemotion
Pride
(-) activityemotion
anger
boredom
(-) outcomeemotions
anxietyhopelessness
shame
8/9/2019 Villavicencio, F
4/18
Effects of emotions
Pekrun, Goetz, Titz, & Perry, 2002; Pekrun, 2006
4
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
8/9/2019 Villavicencio, F
5/18
Method
1 Establishing construct definitionand content domain
2 Generating and judging
measurement items3 Pilot testing
4 Data Analysis
5 Validation of the scale
5
8/9/2019 Villavicencio, F
6/18
6
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
8/9/2019 Villavicencio, F
7/18
Results
7
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
8/9/2019 Villavicencio, F
8/18
Scree plot
8
8/9/2019 Villavicencio, F
9/18
1-Irritation and anger
2 -Pride and enjoyment
3- Guilt and shame
4- Boredom
5 - Annoyance9
8/9/2019 Villavicencio, F
10/18
10
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
8/9/2019 Villavicencio, F
11/18
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
11
8/9/2019 Villavicencio, F
12/18
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
12
Teachers experience enjoymentand pride in relation to performanceof their duties
8/9/2019 Villavicencio, F
13/18
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
13
8/9/2019 Villavicencio, F
14/18
Boredomexperienced by teachers
May be task-related Constructing
tests/exams isboring for me.
Or student-related I feel bored in a
class of passivestudents
14
8/9/2019 Villavicencio, F
15/18
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
15
8/9/2019 Villavicencio, F
16/18
16
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)
8/9/2019 Villavicencio, F
17/18
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
17
8/9/2019 Villavicencio, F
18/18
Thank you for
your attention !
18