The relationship between teaching characteristics and students academic emotions in the classroom

Abstract EN

-This study investigated the relationship between eight teaching characteristics that have been classified into two categories: the supportive presentation style (SPS) and the Excessive Lesson Demands (ELD) and six academic emotions (enjoyment, pride, anxiety, anger, helplessness, and boredom) acquired by students in classes.

In addition, the study investigated the differences between the members of the research sample in the study variables according to the academic field (English language, mathematics and biology).

The research sample consisted of 562 the final grade in public high schools in Saudi Arabia, Jeddah.

This study conducted a multilevel analysis on a sample of 562 girls to investigate the relationship between the teaching characteristics and the academic emotions for English, Mathematics and Biology domains.

Using a paper-based questionnaire and idiographic approach with real-time sampling means, the students were asked for a period of five teaching days about their perceptions of eight teaching characteristics in two groups: SPS and ELD) and about six of their academic emotions.

The findings showed a statistically significant relationship between the SPS and ELD characteristics, and among the academic emotions crossing the whole academic domains, but limited differences in the perceptions about the teaching characteristics, with average significant differences about the academic emotions due to the difference in the teaching domains.