This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N[subscript 7th grade] = 1,146 and N[subscript 8th grade] = 1,079) from 16 middle schools in a city of China, we investigate the relationship between…

The purpose of this study is to evaluate how the five variables that measure servant leadership (Altruistic Calling, Emotional Healing, Persuasive Mapping, Organizational Stewardship, and Team Learning) impact on teachers' perception of principal Wisdom. Participants were from fifteen moderate-need elementary schools located in southern New York…

This study explored the relationships among teachers' emotional competence, burnout as a mediator, and social support. Teachers' emotional competence was assessed via measures of emotional intensity and emotional regulation. Social support was evaluated in terms of external versus internal support, and teacher dissatisfaction with support…

The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants…

The present study aims to examine whether principals' emotional intelligence (specifically, their ability to recognize emotions in others) makes them more effective transformational leaders, measured by the reframing of teachers' emotions. The study uses multisource data from principals and their teachers in 69 randomly sampled primary schools.…

Student perceptions of the purposes of assessment have been shown to be significant predictors of self-regulated learning. Their relationship to achievement emotions is less well understood. This paper reports a survey study of Chinese middle and high school students (N = 1,393) self-reported conceptions of the purpose of assessment and their…

The purpose of the current study was to understand the association between bullying experiences (i.e., bullying, victimization, and defending) and social, emotional, and cognitive factors. The social factor was social skills (i.e., empathy, assertion, cooperation, responsibility); the emotional factor was emotional difficulties (i.e., personal…

A growing body of literature indicates that childhood emotion regulation predicts later success with peers, yet little is known about the processes through which this association occurs. The current study examined mechanisms through which emotion regulation was associated with later peer acceptance and peer rejection, controlling for earlier…

The purpose of the present study was to examine relations between adolescents' social cognitions regarding parenting practices and adolescents' prosocial behavioral tendencies. A mediation model was tested whereby the degree to which adolescents perceived their parents as responding appropriately to their prosocial and antisocial behaviors was…

In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment.…

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two…