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The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since Rosenshine's (School Review, 1970, Vol. 78, 499-514) review, the conceptualizations, definitions, methodology, and results have only become more scattered, and several related constructs have emerged that may or may not be synonymous with teacher enthusiasm. In this review, we delve into the past four decades of teacher enthusiasm research to provide a potential starting point for a new, consolidated direction in teacher enthusiasm research based on a proposed, holistic definition of enthusiasm which brings together research from the past and can fuel research for the future. We begin by reviewing definitions of teacher enthusiasm and related constructs and, thereafter, put forward a new and integrative definition of teacher enthusiasm that combines the two most prevalent conceptualizations of the construct, namely experienced enjoyment and expressive behavior. Bearing our proposed definition in mind, we go on to present numerous measures that assess teacher enthusiasm, detail research evidence related to its correlates, and finally derive several research implications that, when considered in future research, promise to advance the field. (ZPID).

Teachers' emotions are critically important for the quality of classroom instruction, and they are key components of teachers' psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been considered. As such, the present research addresses the long-standing yet unresolved person-situation debate pertaining to the emotional experiences of teachers. In two diary studies (N = 135, 70% female, and N = 85, 28% female), we examined the role of person, academic subject, and group of students for teacher emotions; focusing on three of the most salient emotions found in teachers: enjoyment, anger, and anxiety. Findings from multi-level analysis confirmed the person specificity of enjoyment, anger, and, in particular, anxiety. In addition, underscoring the existence of within-teacher variability, findings supported that teachers' emotions considerably varied depending on the subject and group of students taught, particularly so for enjoyment and anger. Implications of the person and context specificity of teacher emotions are discussed in relation to assessments and intervention programs aiming to improve teachers' emotional lives in the classroom.

Susceptibility to emotional contagion is defined as the disposition of how susceptible someone is to catch others’ emotions and it has long been studied in research on mental health, well-being, and social interaction. Given that existing self-report measures of susceptibility to emotional contagion have focused almost exclusively on negative emotions, we developed a self-report measure to assess the susceptibility to emotional contagion of both positive and negative emotions (2 scales). In two studies, we examined their factor structure, validity, and reliability using exploratory factor analysis (Study 1, N = 257), confirmatory factor analysis (Study 2, N = 247) and correlations. Our results confirmed the two-factor structure and demonstrated good internal consistencies. Regarding external validity, our scales showed diverging correlational patterns: While susceptibility to negative emotional contagion was linked to mental health problems and negative emotions, susceptibility to positive emotional contagion was linked to interpersonal functioning and prosocial tendencies. In conclusion, our scales appear to be internally/externally valid and a promising tool for future research.

As of today, surprisingly little is known about the subjective well-being of faculty in general, but especially when teaching online and during a time of pandemic during lockdowns in particular. To narrow this research gap, the present study systematically compared the subjective well-being of faculty teaching face-to-face before to those teaching online during the COVID-19 pandemic, adopting a self-determination theory framework. The data reported here stem from a study conducted before the pandemic (Sample 1, n = 101) and which repeated-measures survey design we replicated to collect corresponding data during the pandemic (Sample 2, n = 71). Results showed that faculty teaching online during the pandemic reported impaired satisfaction of all three basic needs, that is reduced autonomy, competence, and especially relatedness, as well as impaired subjective well-being (clearly reduced enjoyment and reduced teaching satisfaction; increased anger and a tendency towards more shame) compared to faculty teaching face-to-face before the pandemic. Yet pride, anxiety, and boredom were experienced to a similar extent across both samples. The effects of the teaching format on the different aspects of subjective well-being were overall mediated in self-determination-theory-congruent ways by the satisfaction of the basic needs for autonomy, competence, and relatedness. We conclude for a post-pandemic future that online teaching will supplement rather than replace face-to-face teaching in higher education institutions, as their importance for building relationships and satisfying social interactions not only for students but also for faculty seem to have been underestimated so far.

This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun's (2000, 2006) control-value theory of achievement emotions, we hypothesized that there are gender differences in mathematics emotions due to the students' different levels of control and value beliefs in mathematics, even when controlling for prior achievement. The structural relationships between prior achievement, control and value beliefs, and emotions were assumed to be invariant across girls and boys in spite of hypothesized mean level differences of beliefs and emotions across genders. The emotions and beliefs of 1,036 male and 1,017 female 5th grade students were assessed by self-report measures, and their prior mathematics achievement was assessed by academic grades. Even though girls and boys had received similar grades in mathematics, girls reported significantly less enjoyment and pride than boys, but more anxiety, hopelessness and shame. Findings suggested that the female emotional pattern was due to the girls' low competence beliefs and domain value of mathematics, combined with their high subjective values of achievement in mathematics. Multiple-group comparisons confirmed that the structural relationships between variables were largely invariant across the genders. Cette étude porte sur les différences de genre en ce qui a trait aux \"émotions mathématiques\". S'appuyant sur la théorie émotionnelle des buts d'accomplissement (\"control-value theory of achievement emotions\") de Pekrun (2000, 2006), nous postulons la présence d'une différence de genre en ce qui a trait aux émotions mathématiques qui serait expliquée par les différents niveaux de perception de contrôle et de perception de valeur, spécifiques au domaine des mathématiques, présentés par les élèves. Nous avons posé comme hypothèse la présence de cette différence même une fois l'accomplissement antérieur pris en considération. En dépit des différences de moyennes de niveaux anticipées à travers des genres en ce qui a trait aux perception de contrôle et de valeur ainsi qu'aux émotions, nous avons présupposé que les rapports structuraux entre l'accomplissement antérieur, les perception de contrôle et de valeur et les émotions demeureraient invariants à travers des garçons et des filles. 1036 garçons et 1017 filles de cinquième année ont participé à l'étude. Leurs émotions, leurs perceptions de contrôle et leurs sentiments de valeur furent évalués à l'aide de questionnaires d'auto-évaluation et leur accomplissement antérieur en mathématiques fut mesuré à partir de leurs résultats académiques. Malgré le fait que les écolières et les écoliers avaient reçu des résultats équivalents en mathématiques, les filles ont affirmé ressentir de manière significative moins de joie et de fierté que les garçons, ainsi que plus d'anxiété, de désespérance et de honte. Les résultats suggèrent que le pattern émotionnel féminin s'explique par les niveaux peu élevés du perception de contrôle et du perception d'importance accordé au domaine, ceci associé au haut niveau du perception d'accomplissement. Les comparaisons multigroupes confirment en grande partie l'invariance, à travers des genres, des rapports structuraux entre les variables.

Existing research shows that high achievement boredom is correlated with a range of undesirable behavioral and personality variables and that the main antecedents of boredom are being over- or under-challenged. However, merely knowing that students are highly bored, without taking their achievement level into account, might be insufficient for drawing conclusions about students’ behavior and personality. We, therefore, investigated if low- vs. high-achieving students who experience strong mathematics boredom show different behaviors and personality traits. The sample consisted of 1,404 German secondary school students (fifth to 10th grade, mean age 12.83 years, 52% female). We used self-report instruments to assess boredom in mathematics, behavioral (social and emotional problems, positive/negative affect, cognitive reappraisal, and expressive suppression), and personality variables (neuroticism and conscientiousness). In comparing highly bored students (more than one SD above M , n = 258) who were low vs. high achievers (as indicated by the math grade, n = 125 / n = 119), results showed that there were no mean level differences across those groups for all variables. In conclusion, our results suggest that high boredom can occur in both low- and high-achieving students and that bored low- and high-achievers show similar behaviors and personality profiles.

Following from previous research on intensity bias and the accessibility model of emotional self-report, the present study examined the role of emotional exhaustion in explaining the discrepancy in teachers' reports of their trait (habitual) versus state (momentary, \"real\") emotions. Trait reports (habitual emotions, exhaustion) were assessed via trait questionnaires, and state reports (momentary emotions) were assessed in real time via the experience sampling method by using personal digital assistants (N = 69 high school teachers; 1,089 measures within teachers). In line with our assumptions, multi-level analyses showed that, as compared to the state assessment, teachers reported higher levels of habitual teaching-related emotions of anger, anxiety, shame, boredom, enjoyment, and pride. Additionally, the state-trait discrepancy in self-reports of negative emotions was accounted for by teachers' emotional exhaustion, with high exhaustion levels corresponding with a greater state-trait discrepancy. Exhaustion levels did not moderate the state-trait discrepancy in positive emotions indicating that perceived emotional exhaustion may reflect identity-related cognitions specific to the negative belief system. Implications for research and educational practice are discussed.

It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate whether those patterns were related to students' enjoyment and boredom. Findings imply that the two enthusiasm components do not always co-occur. Four lesson profiles were identified: (1) experienced enthusiasm and enthusiastic teaching coinciding at a high level, (2) teachers reporting high levels of experienced enthusiasm but not being perceived as enthusiastic, (3) teachers being perceived as enthusiastic but not reporting high levels of experienced enthusiasm, and (4) low levels of experienced enthusiasm and enthusiastic teaching. The first pattern was superior to the other profiles regarding students' emotions. Study findings are discussed with respect to teachers' emotional well-being and teaching effectiveness. (ZPID).

Understanding the structure, antecedents, and outcomes of students' emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire-Mathematics (AEQ-M), a self-report instrument assessing students' mathematics-related emotions. The AEQ-M measures seven emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across class, learning, and test contexts (internal structure). Based on control-value theory, it is assumed that these emotions are evoked by control and value appraisals, and that they influence students' motivation, learning strategies, and performance (external relations). Despite the popularity and frequent use of the AEQ-M, the research leading to its development has never been published, creating uncertainty about the validity of the proposed internal structure and external relations. We close this gap in Study 1 (N = 781 students, Grades 5-10, mean age 14.1 years, 53.5% female) by demonstrating that emotions are organized across contexts and linked to their proposed antecedents and outcomes. Study 2 (N = 699 students, Grade 7 and 9, mean age 14.0 years, 56.9% female) addresses another deficit in research on the AEQ-M, the lack of evidence regarding the assumption that emotions represent sets of interrelated affective, cognitive, motivational, and physiological/expressive components. We close this gap by evaluating extended AEQ-M scales, systematically assessing these components for five core mathematics emotions (enjoyment, anger, anxiety, hopelessness, boredom). Our work provides solid grounds for future research using the AEQ-M to assess emotions and their components in the domain of mathematics. (ZPID).

Teaching can be an emotionally exhausting profession, thus mechanisms that protect teachers from feeling emotionally overextended need to be investigated. In two studies, we examined the indirect role teacher-student relationships have on teachers' level of emotional exhaustion through teachers' experiences of enjoyment and anger. In the first, we used a latent path analysis to examine the indirect effect of teacher-perceived (N=266) teacher-student-relationships on teachers' emotional exhaustion in a cross-sectional design. In the second study, we extended these findings to a longitudinal design that utilized student perceptions and replicated the indirect effect of teacher-student relationships on teachers' (N=69) emotional exhaustion using student (N=1643) perceptions of teacher-student relationships. The results from both studies indicated that high quality teacher-student relationships help protect teachers from being emotionally exhausted through increasing the amount of enjoyment and decreasing the amount of anger they experienced in the classroom. (c) Springer Nature B.V. 2018. (ZPID).