摘要：
In this study, we used the broaden-and-build theory and emotional response theory as the framework to examine the effects of instructors' positive emotions on student engagement and critical thinking in U.S. and Chinese classrooms, as well as the mediating role of students' positive emotions in their relationships. MANOVA results revealed no significant cultural differences in student reports of their instructors' and their own positive emotions across the two cultures, but instructors from both cultures displayed more positive emotions than what students felt or experienced in the classroom. Hierarchical regression analyses results also showed that instructors' positive emotions had positive effects on student behavioral and cognitive engagement and critical thinking in both cultures, but the effects were largely mediated by students' positive emotions. Consequently, this study highlights the importance of instructors' and students' positive emotions in the classroom.
期刊：
Communication Quarterly,2011年59(4):450-464 ISSN：0146-3373
通讯作者：
Qin Zhang
作者机构：
[Castelluccio A.-A.; Zhang Q.] Department of Communication, Fairfield University, United States;[Zhang J.] School of Foreign Languages, Central China Normal University, China
通讯机构：
[Zhang, Q.] D;Department of Communication, 1073 N. Benson Rd, Fairfield, CT 06824, United States
关键词：
Chinese Teachers;Emotion;Emotional Labor;Teacher Burnout;Teaching Satisfaction
摘要：
The current study was designed to examine the emotional labor of Chinese college instructors and its effects on teacher burnout and satisfaction. Four major findings were drawn: (a) of the three dimensions of emotional labor, Chinese college instructors engaged in deep acting the most and surface acting the least; (b) surface acting had deleterious effects on teacher burnout and satisfaction, but deep acting and authenticity had positive effects; (c) the three dimensions of emotional labor differed in magnitude as predictors of teacher burnout and satisfaction; and (d) both the emotional labor scale and the burnout scale conformed to the three-factor model with a Chinese sample.
摘要：
Cross-cultural validity of teacher immediacy scales is a constant concern in instructional communication research. The present study examines the validity of two existing teacher immediacy scales: the Revised Nonverbal Immediacy Measure (RNIM) and the Chinese Teacher Immediacy Scale (CTIS) in U.S., Chinese, German, and Japanese cultures. Results of confirmatory factor analysis and Pearson correlation provide evidence for the validity of both the RNIM and the CTIS. Overall, both scales are found to have adequate factorial, construct, convergent, and discriminant validity pan-culturally and within culture, despite some slight variations across cultures. Implications and future directions are also addressed.
期刊：
Communication Research Reports,2006年23(3):199-207 ISSN：0882-4096
通讯作者：
Qin Zhang
作者机构：
[Zhang Q.] Department of Communication, Fairfield University, Fairfield, CT, 06824, United States;[Zhang J.] School of Foreign Languages, Central China Normal University, China
通讯机构：
[Qin Zhang] D;Department of Communication, Fairfield University, Fairfield, CT, 06824, USA
