ABSTRACT
Drawing on the large body of work concerning emotion, interpersonal relationships, and the human experience, Scott Titsworth, Margaret Quinlan, and Joseph Mazer developed the Classroom Emotions Scale to assess students’ perceptions of emotional experiences in a classroom context. Initial work on classroom emotions research explored the theoretical roots of the measure by focusing on the ways students interpret their emotional experiences as a result of their instructor’s behavior. Emotion work is concerned with the amount of emotional energy students must exert in the classroom, often by performing emotional labor in the form of faking or feigning emotions. Research investigating classroom emotions has begun to explore classroom emotional processes from a broader perspective. Useful behavioral outcomes like compliance, challenge behavior, note-taking behavior, or student participation may illuminate new ways that instructors can strategically influence students’ emotions to produce positive behavioral outcomes.
