Effect of teacher social support on students’ emotions and learning engagement: a U.S.-Chinese classroom investigation

Abstract

Psychological and instructional communication researchers increasingly recognize the significance of student emotions in determining their engagement in the classroom. Under the direction of Emotional Response Theory (Mottet, Frymier, & Beebe, 2006), this study aims to establish a model of a college instructor’s social support, student positive and negative emotions, and student engagement in learning. It also attempts to extend this research by examining cultural differences in U.S. and Chinese classrooms and how these factors influence teacher behavior and student emotions. The result demonstrates the mediating effects of student positive emotions between teacher support and student engagement in both cultures. In addition, Chinese students show significantly more negative emotions toward their class, whereas U.S. students report more positive emotions and higher perceived network support from their teachers. Theoretical and practical contributions related to social support regarding student emotion and learning are discussed.