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frenzal - TSR strongest predicter of teacher emotion - engagement also strong

Frenzel (2014), teachers and students was the strongest predictor for teachers’ joy (positive relation) and anxiety (negative
relation), whereas lack of discipline in class best predicted teachers’ anger experiences.
Students’ engagement also proved a significant predictor of teacher emotions. The results suggest that interpersonal TSR plays a
particularly important role in teachers’ emotional experiences in class. (Hagenauer et al. 2015, p. 385)

teachers emotions - wellbeing and teaching quality

teachers’ emotions correlate with their wellbeing and the quality of their teaching (Brackett et al. 2013;Day and Gu 2011; Frenzel
2014; Frenzel et al. 2011) (Hagenauer et al. 2015, p. 386)

set goals, achieve them - appraise behaviour - if positive, then teacher has positive emotion
Frenzel’s appraisal model implies that the emotional response of an actor depends on his or her evaluation of the situation.
Classroom goals and their attainment or non-attainment appear to be particularly significant in the appraisal process. Frenzel
(2014) and Frenzel et al. (2011) argued that teachers follow different teaching goals, observe the behaviour ofstudents related to
their goals and then appraise this behaviour (e.g. in terms of goal attainment), which contributes to their respective emotions.
For example, if a teacher judges a situation as goal congruent (i.e. students are motivationally engaged; see also the research on
teacher motivation by Mansfield and Beltman 2014) and manageable (secondary appraisal; Lazarus 1999), it is likely that positive
emotions would be experienced (e.g. satisfaction or joy; Schutz et al. 2011). (Hagenauer et al. 2015, p. 386)

interactions with students are the most powerful in terms of evoking positive or negative emotions
Teachers interact with different people in their work (e.g. colleagues, parents), but interactions with their students seem to be
the most powerful in terms of evoking positive or negative emotions, as (mostly qualitative) empirical studies have shown (e.g.).
For example, teachers in the study of described their “big moments” (p. 125) in terms of emotionality in teaching resulting from
interaction sequences with students. This finding was confirmed in several other studies Galant 2013; ;Sutton 2007; Williams-
Johnson et al. 2008; (Hagenauer et al. 2015, p. 387)

burnout - negative emotions of teacher due to student misbehaviour or lack of discipline - teacher stress - teacher
enthusiasm
Chang (2013) showed that negative emotions of teachers (e.g. anger and frustration) were frequently related to students’
misbehaviour or lack of classroom discipline, which increased the risk for burnout over time (Tsouloupas et al. 2010). Classroom
discipline problems have also been found to be one of the main predictors of teacher stress (Abel and Sewell 1999;McCarthy
etal. 2015) and also impede on teacher enthusiasm (Kunter et al. 2011) (Hagenauer et al. 2015, p. 387)

Frenzel (2014), four main teaching goals and the respective student behaviour
Frenzel (2014), four main teaching goals and the respective student behaviour are identified: (1) achievement behaviour, (2)
motivational behaviour, (3) social-emotional behaviour and (4) relational behaviour. (Hagenauer et al. 2015, p. 386)

how well can I deal with the situation

Control-value theory (Pekrun 2006), or transactional stress theory (Lazarus 1999) - my own personal belief about my ability to
deal with any situation will play an important role to be able to carry out a successful ourse of action. emotional exhaustion n
(Skaalvik and Skaalvik 2010) and job satisfaction play a key (Klassen and Chiu 2010; Vieluf et al. 2013) (Hagenauer et al. 2015,
p. 386)

teacher enjoyment - better TSR - more engagement

Frenzel et al. (2011) more discipline = more teacher enjoyment
less discipline, = more anger and anxiety(Sutton 2007)
same correlation for student engagement

tudent engagement was more significant for teachers’ positive relationship with students than students’ achievement level (e.g.
Juvonen 2006; Skinner and Belmont 1993; Tal and Babad 1990). (Hagenauer et al. 2015, p. 387)
[Core statement missing!]
significance of TSR for students’ learning and achievement is extensive (for reviews, see Cornelius-White 2007;Roordaetal. 2011)
(Hagenauer et al. 2015, p. 388)

TSR from student perspect can't be used for TSR teachers perspective
concepts emerging from TSR research into students’ perspectives cannot be simply transferred to teachers. Similarly, Urdan
(2014) argued that conceptualisations, and derived methodologies for the study of student motivation could not simply be
transferred to the study of teacher motivation (Hagenauer et al. 2015, p. 388)

teachers need care too

As Riley (2009, 2011)observed, the interpersonal TSR can be considered as an “attachment dyad,” acknowledging that teachers
are not only caregivers but also care-seekers in the TSR. This is stronger in primary school (Hagenauer et al. 2015, p. 388)

good TSR = more joy, less anxiety and anger - reflects security (attachment theory) - teacher resillience
Teachers who felt connected with their students were more likely to report joy and less frequently anxiety and anger. In
accordance with attachment theory (Cassidy and Shaver 2008), positive interpersonal relationships reflect security and, thus, do
not only play an important role for students, but appear to function as antecedent of teachers’ emotional wellbeing as well. This
is also consistent with recent research on “teacher resilience” (Day and Gu 2014,p. 90), which revealed that pleasant, close and
warm relationships with students form an integral part of the work context that contributes to teachers’ successful coping in the
teaching profession. (Hagenauer et al. 2015, p. 395)

consistent with previous research (Chang 2013; Frenzel et

consistent with previous research (Chang 2013; Frenzel et al. 2011; Tsouloupas et al. 2010), students’ engagement and discipline
emerged as significant predictors of teacher joy, anxiety and anger.
anger, in particular, was associated with students’ lack of discipline in class. As argued by Chang and Davis (2011), students’
misbehaviour in the classroom represents a “threat to their [teachers] instructional or management goals” (p. 102), which is
strongly connected to negative emotions. (Hagenauer et al. 2015, p. 395)

ative feelings of teachers can lead to “compassion

frequently occurring negative feelings of teachers can lead to “compassion fatigue,” a concept that was introduced by Chang
and Davis (2011, p. 120) and which is conceptually linked with “depersonalization” (Durr et al. 2014; Hakanen et al. 2006). If
teaching is experienced negatively in many situations, teachers run the risk of being alienated from students, = worse TSR +
burnout (Hagenauer et al. 2015, p. 395)

The results of this study indicate that student

The results of this study indicate that student behaviour, the interpersonal TSR, and teacher emotions are strongly related. The
ability to manage classrooms accordingly and to form positive interpersonal relationships with students can thus be regarded as
important factors of teacher emotional wellbeing in the job. In turn, one can assume that teachers’ positive
398
G. Hagenauer et al.
emotions are likely to induce students’ positive emotions as some recent studies have already shown (Becker et al. 2014; Frenzel
et al. 2009) and referred to as “emotional contagion” (Fischer 2007). (Hagenauer et al. 2015, pp. 397–398)

professional aspects fo TSR

strategies that affect the professional aspects of the TSR (e.g. classroom management; motivating students which affects student
engagement) are already explicitly addressed in teacher competence models, such as the one introduced by the COACTIV study
of Baumert and Kunter (2013) (Hagenauer et al. 2015, p. 398)

beginning teachers
There is emerging evidence that TSR issues tend to evoke tensions and dilemmas accompanied by various emotions, particularly
in beginning teachers, which reflects insecurity in regard to relationship issues (Pillen et al. 2013). (Hagenauer et al. 2015, p. 398)
2
1. 2

banking time - intervntion

Pianta (1999) recognized that teacher–student relationships are a resource for developing children’s developmental outcomes
and proposed a number of interventions to enhance student–teacher relationships. For example, Pianta suggested that teachers
adopt the intervention of banking time, where teachers spend short periods of time (between 5 and 15 min) with individual
students on activities the students choose. The intervention operates on the principle that teachers and students need to build
positive experiences together and can draw on these shared positive experiences when conflicts arise. (Ovid: Teachers'
Relatedness with Students: An Underemphasized Component of Teachers' Basic Psychological Needs, 2020)

dynamic system
student, taecher, representations of relationship, interaction between the parties, external influences

the TSR as a dynamic system, in accordance with ecological systems theory in human development (Bronfenbrenner, 1977;
Pianta, Hamre, & Stuhlman, 2003). Specifically, we draw on Pianta et al.’s (2003) conceptual model of a TSR as comprising four
key components: (1) the individual features of the student and teacher; (2) each party’s representation of the relationship; (3)
interactions between the two
parties, and (4) external influences on the relationship from the surrounding context (Liu et al., 2018, p. 281)

However, teachers’ negative emotions have been identified as

However, teachers’ negative emotions have been identified as key factors influencing teachers’ decisions to drop out of the
profession (Frenzel, Goetz, Lu¨dtke, et al., 2009) (Ovid: Teachers' Relatedness with Students: An Underemphasized Component of
Teachers' Basic Psychological Needs, 2020)

join teaching - motivation to work closely with students

teachers’ motivation to enter teaching has shown that the opportunity to work closely with students is a strong motive for
entering the profession (e.g., Watt & Richardson, 2007) and that this motivation holds true across cultures (e.g., Klassen, Al-
Dhafri, Hannok, & Betts, 2011). From an SDT perspective, the need for connecting with students may be a critical factor in
shaping teachers’ intrinsic motivation and emotions, but this factor has been neglected in previous research endeavors (Ovid:
Teachers' Relatedness with Students: An Underemphasized Component of Teachers' Basic Psychological Needs, 2020)

Past studies have shown that teachers’ autonomous motivation

Past studies have shown that teachers’ autonomous motivation for teaching leads to students’ autonomous motivation for
learning (Roth et al., 2007), and teachers’ emotions are transmitted to students’ emotions (Frenzel, Goetz, Lu¨dtke, et al., 2009).
(Ovid: Teachers' Relatedness with Students: An Underemphasized Component of Teachers' Basic Psychological Needs, 2020)

ronically, one of the primary reasons that many

ronically, one of the primary reasons that many teachers enter the profession—working with students (Watt & Richardson, 2007)—is also one of the greatest sources of teaching stress (Klassen, 2010 (Ovid: Teachers' Relatedness with
Students: An Underemphasized Component of Teachers' Basic Psychological Needs, 2020)

SDT - confirmed and extended

, at once confirming and extending the relationships posed in SDT. The results from Study 1 extend SDT by showing that
teachers’ engagement and emotional exhaustion are more strongly associated with the satisfaction of the need for relationship
with students than with colleagues. (Ovid: Teachers' Relatedness with Students: An Underemphasized Component of Teachers'
Basic Psychological Needs, 2020)

TSR - link to academic achievement, social-emotional and development competencies - future academic
engagement and persistance
associations between teacher-student relationships (TSRs) and students’ academic achievement (Cornelius-White, 2007; Roorda,
Koomen, Spilt, & Oort, 2011), socialemotional and developmental competencies (Bernstein-Yamashiro & Noam, 2013; Juvonen,
2006), and future academic engagement and persistence (Hudley et al., 2009; Hurtado et al., 2011) (Liu et al., 2018, p. 281)

TSR very iportant ect

A wealth of studies show that building strong teacher–student relationships is related to positive student outcomes, such as
increases in student engagement, learning, and motivation (Davis, 2003; Wang, 2009). Davis’s (2003) review of the teacher–
student relationship literature suggests that teacher–student relationships are associated with students’ social and cognitive
outcomes from early childhood through later adolescence. The quality of these relationships is influenced by teachers’
interpersonal skills and instructional practices. Although Davis found considerable research examining students’ interpersonal
relationship needs, she did not report research investigating teachers’ needs for interpersonal relationships with students in the
classroom. (Ovid: Teachers' Relatedness with Students: An Underemphasized Component of Teachers' Basic Psychological Needs,
2020)

Publication bibliography

Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: associations with students’ engagement,
classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education, 30(4), 385–
403. https://doi.org/10.1007/s10212-015-0250-0.

Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in
education (pp. 494–519). Routledge.

Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2011). Antecedents and effects of teachers’ emotional experiences: an
integrated perspective and empirical test. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research (pp. 129–
151). Springer.
Brackett, M. A., Floman, J. L., Ashton-James, C., Cherkasskiy, L., & Salovey, P. (2013). The influence of teacher emotion on grading
practices: a preliminary look at the evaluation of student writing. Teachers and Teaching, 19(6), 634–646.
https://doi.org/10.1080/13540602.2013.827453

Day, C., & Gu, Q. (2011). Teacher emotions: well being and effectiveness. In P. A. Schutz & M. Zembylas (Eds.), Advances in
teacher emotion research (pp. 15–31). Springer.

Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools. Building and sustaining quality in testing times. Routledge.
Chang, M.-L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student
misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37(4), 799–817. https://doi.org/10.1007/s11031-012-
9335-0
McCarthy, C. J., Lineback, S., & Reiser, J. (2015). Teacher stress, emotion, and classroom management. In E. T. Emmer & E. J.
Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 301–321). Routledge.

Hagenauer, G., & Volet, S. E. (2014). Teacher-student relationship at university: An important yet under-researched field. Oxford
Review of Education, 40(3), 370–388. https://doi.org/10.1080/03054985.2014.921613

Cassidy, J., & Shaver, P. R. (2008). Handbook of attachment: theory, research, and clinical applications. Guilford.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience,
and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237
Kunter, M. (2013). Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the
COACTIV project. Springer.
Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity.
Contemporary Educational Psychology, 36(4), 289–301. https://doi.org/10.1016/j.cedpsych.2011.07.001
Williams-Johnson, M., Cross, D., Hong, J., Aultmann, L., Osbon, J., & Schutz, P. (2008). “There are no emotions in math”: how
teachers approach emotions in the classroom. Teachers College Record, 110, 1574–1610.
Mansfield, C. F., & Beltman, S. (2014). Teacher motivation from a goal content perspective: Beginning teachers’ goals for
teaching. International Journal of Educational Research, 65, 54–64. https://doi.org/10.1016/j.ijer.2013.09.010
Chang, M.-L., & Davis, H. A. (2011). Understanding the role of teacher appraisals in shaping the dynamics of their relationships
with students: deconstructing teachers’ judgments of disruptive behavior/students. In P. A. Schutz & M. Zembylas (Eds.),
Advances in teacher emotion research (pp. 95–127). Springer.

Riley, P. (2011). Attachment theory and the teacher-student relationship. Routledge.

Schutz, P. A., Aultman, L. P., & Williams-Johnson, M. R. (2011). Educational psychology perspectives on teachers’ emotions. In P.
A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research (pp. 195–212). Springer.

Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for
Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9

Pillen, M., Beijaard, D., & Brok, P. d. (2013). Tensions in beginning teachers’ professional identity development, accompanying
feelings and coping strategies. European Journal of Teacher Education, 36(3), 240–260.
https://doi.org/10.1080/02619768.2012.696192
Richardson, P. W., Karabenick, S. A., & Watt, H. M. G. (2014). Teacher motivation: Theory and practice (Teacher Motivation).
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Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The Influence of Affective Teacher–Student Relationships on
Students’ School Engagement and Achievement. Review of Educational Research, 81(4), 493–529.
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Lazarus, R. S. (1999). Stress and emotion. A new synthesis. Free Association Books.
Schutz, P. A. (2014). Inquiry on Teachers’ Emotion. Educational Psychologist, 49(1), 1–12.
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Schutz, P. A., & Pekrun, R. (2007). Emotion in education (Educational psychology series). Academic.

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective
teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-
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Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher
Education, 26(4), 1059–1069. https://doi.org/10.1016/j.tate.2009.11.001
Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’
perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation.
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