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Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale
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Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale

Author: Scott Titsworth; Margaret M Quinlan; Joseph P Mazer
Publisher: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Edition/Format: Article Article : English
Publication:Communication Education, v59 n4 p431-452 Oct 2010
Other Databases: WorldCatWorldCat
Summary:
Although scholars from across the field of communication have highlighted the importance of emotion in interpersonal relationships, persuasive messages, and organizations, the topic has yet to receive systematic attention from scholars who study classroom communication. Using interdisciplinary literature from communication and other fields as a foundation, the Classroom Emotions Scale (CES) was created to assess  Read more...
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Details

Document Type: Article
All Authors / Contributors: Scott Titsworth; Margaret M Quinlan; Joseph P Mazer
ISSN:0363-4523
Language Note: English
Unique Identifier: 681938561
Awards:
Description: 22

Abstract:

Although scholars from across the field of communication have highlighted the importance of emotion in interpersonal relationships, persuasive messages, and organizations, the topic has yet to receive systematic attention from scholars who study classroom communication. Using interdisciplinary literature from communication and other fields as a foundation, the Classroom Emotions Scale (CES) was created to assess students' perceptions of emotional experiences in classes. Study 1 situates the scale within theory connecting emotions with classroom communication. The study reports initial evidence on scale dimensionality and connections between classroom emotions and three teacher communication variables: nonverbal immediacy, clarity, and communication competence. Study 2 extends those results by reporting a confirmatory factor analysis testing dimensionality of the scale; criterion and divergent validity evidence is also presented. Results of the two studies provide reliability and validity evidence for the CES, show that teachers' communication behaviors are related to students' reports of emotional experiences in classes, and document relationships between students' emotional experiences and various indicators of their motivation, affective, and cognitive learning. Findings are discussed as they relate to previous emotional response theory as well as philosophical works seeking to reduce binaries between emotion and reason. (Contains 5 tables.)

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