Faculty Publications
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
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