Effect of Teacher Social Support on Students’ Emotions and Learning Engagement: A U.S.-Chinese Classroom Investigation

Authors

Moyi JiaFollow
Jiuqing Cheng, University of Northern IowaFollow

Comments

First published in Humanities and Social Sciences Communications, v11 (Jan 2024) published by Spring Nature Limited. DOI: https://doi.org/10.1057/s41599-024-02634-0

Document Type

Article

Publication Version

Published Version

Journal/Book/Conference Title

Humanities and Social Sciences Communications

Volume

11

Issue

1

First Page

1

Last Page

9

Abstract

Psychological and instructional communication researchers increasingly recognize the significance of student emotions in determining their engagement in the classroom. Under the direction of Emotional Response Theory (Mottet, Frymier, & Beebe, 2006), this study aims to establish a model of a college instructor’s social support, student positive and negative emotions, and student engagement in learning. It also attempts to extend this research by examining cultural differences in U.S. and Chinese classrooms and how these factors influence teacher behavior and student emotions. The result demonstrates the mediating effects of student positive emotions between teacher support and student engagement in both cultures. In addition, Chinese students show significantly more negative emotions toward their class, whereas U.S. students report more positive emotions and higher perceived network support from their teachers. Theoretical and practical contributions related to social support regarding student emotion and learning are discussed.

Department

Department of Psychology

Original Publication Date

1-23-2024

Object Description

1 PDF File

DOI of published version

10.1057/s41599-024-02634-0

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Copyright

©2024 The Authors. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Language

en

File Format

application/pdf

Recommended Citation

Jia, Moyi and Cheng, Jiuqing, "Effect of Teacher Social Support on Students’ Emotions and Learning Engagement: A U.S.-Chinese Classroom Investigation" (2024). Faculty Publications. 5630.
https://scholarworks.uni.edu/facpub/5630