This research aims to explore and compare descriptive context-specific characteristics and workplace outcomes of the studies on teachers' emotion regulation (TER) at primary education (PE) and secondary education (SE) levels. A systematic review with a mapping approach was employed on NVivo 14 to provide a thorough overview of TER studies in the…

The current study sought to compare the predictive value of teacher immediacy and teacher affection on student engagement. In the study, 224 undergraduate students at a U.S. Southwestern university responded to an online questionnaire about a current in-person class they were attending. Both teacher immediacy and teacher affection positively…

This study examines how different social interdependence structures influence students' perceptions of anticipated affective learning, motivation, classroom communication apprehension, and classroom climate. Participants were randomly assigned one of three conditions (cooperative, competitive, and individualistic) and were asked to complete a…

Understanding the emotional impact of climate change (CC), its education and communication processes on young people is essential to identify what motivates their engagement in climate action. We have analysed the emotional experiences of secondary school students in the south of Spain (N = 1,050) to develop a tool for exploring the emotional…

Mobile eye-tracking was used to investigate the link between teacher gaze and student-rated teacher interpersonal behaviour. Teacher gaze was recorded for 10 min during a teacher-centred part of a naturally occurring lesson. The "Questionnaire on Teacher Interaction" was then administered to assess how UK students evaluated their teacher…

Research on Theory of Mind explores how we develop the capacity to understand that others have thoughts and feelings that differ from our own and how we are compelled to "read" them. However, a preponderance of evidence from the cognitive humanities and cognitive neurosciences tells us that our readings are often misguided or just plain…

Why do some students frequently ask questions and actively seek out answers in the classroom, while others avoid this? Many language teachers might have commonly asked themselves this question. The present study is an empirical investigation of the concept of curiosity in the field of second language acquisition (SLA). Using a mixed-methods…

The role of communication variables such as communication apprehension (CA), self-perceived communication competence (SPCC), and intercultural willingness to communicate (IWTC) in improving L2 WTC has rarely been compared or even considered in detail in project-based learning (PBL) classroom contexts. Given this research gap, a mixed-methods study…

This essay draws on the concept of "agonistic emotions" and "affects" to think with some of the arguments of Chantal Mouffe's political theory and discusses what this means pedagogically in handling far right rhetoric in the classroom. To show the possibilities of this theorization of agonistic emotions and affects, the essay…

Reporting on a Grade 4 teaching and learning sequence, we highlight foundational constructs of measurement and data modelling which are fundamental to competence development in both science and mathematics. The sequence involved students generating and representing measures of their teacher's arm-span, with a focus on the invention and refinement…

Emotion talk plays an important role in the social and emotional development of preschoolers, but not much work has shown how teachers talk about emotions in the classroom. We recorded preschool teachers' (N = 13) emotion talk in naturalistic observations. Teachers expressed 633 emotion-related utterances, about 3 per hour (range fewer than 1 to…

Moving beyond purposes for reading as fixed outcomes, this dissertation project explores the possibilities of affect theory for decentering or weakening those purposes so they might be seen as one element among many interacting in the classroom space. Because these purposes become the expected outcomes of reading with youth in secondary English…

The authors illustrate how applied theater practices were used in media literacy classes to educate students about acts of religious discrimination in their societies. These practices helped students acknowledge their role in reifying or dismantling these prejudices in and through their classroom interactions with their peers from other religions…

Past research has drawn attention to the unique challenges for students of color attending predominantly white colleges and universities, yet few have focused on the classroom as a micro-context in which race-related discussions often occur. Using a focus group methodology, 22 African American undergraduate students from a variety of academic…

This article explores initial thinking about a pedagogy of discomfort for teaching in the context of cultural and linguistic diversity. To foster inclusive and socially just cultures of participation, contemporary classrooms need to attend to the subtle ways that taken-for-granted teaching practices marginalise diverse cultural and linguistic…