Is it in their words? Teachers' enthusiasm and their natural language in class–A sentiment analysis approach
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| Název: | Is it in their words? Teachers' enthusiasm and their natural language in class–A sentiment analysis approach |
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| Autoři: | Frenzel, Anne C., Kleen, Hannah, Marx, Anton K. G., Sachs, David F., Baier‐Mosch, Franziska, Kunter, Mareike |
| Přispěvatelé: | Deutsche Forschungsgemeinschaft |
| Zdroj: | British Journal of Educational Psychology ; volume 95, issue S1 ; ISSN 0007-0998 2044-8279 |
| Informace o vydavateli: | Wiley |
| Rok vydání: | 2025 |
| Sbírka: | Wiley Online Library (Open Access Articles via Crossref) |
| Popis: | Introduction Teacher enthusiasm is an undisputedly important characteristic of teachers, with demonstrated positive effects on student outcomes. Existing research typically operationalised teacher enthusiasm via trait‐based teacher‐ or student ratings. Strikingly little is known about how teachers' trait enthusiasm manifests in their actual in‐situ classroom behaviour. Some findings have been reported regarding teachers' nonverbal behaviours, but the links between teacher enthusiasm and teacher language are unknown so far. Methods The present contribution fills this research gap by applying lexicon‐based sentiment analysis to quantify teachers' emotional tone from transcribed teacher utterances obtained from video recordings of full mathematics lessons (45 min). N = 19 secondary school mathematics teachers and their N = 393 students participated in our study. We realised the sentiment analysis using Remus et al.'s emotion lexicon SentiWS (v2.0, 2019). We obtained both teacher self‐reports and student ratings to assess teachers' enthusiasm, shown habitually (trait), and during the videotaped lesson (in situ). Results Regarding trait enthusiasm, teachers' own, but not the students', ratings were positively linked with teachers' verbally expressed sentiment in the videotaped lesson, specifically its positive valence. Regarding in‐situ enthusiasm, associations were even larger but also did not reach significance for the student ratings. Conclusion This is the first study to employ sentiment analysis on transcripts of German teachers' in‐class talk. Besides the quantitative links between teacher enthusiasm and their language, it also provides qualitative insights on positive emotional teacher talk in mathematics. |
| Druh dokumentu: | article in journal/newspaper |
| Jazyk: | English |
| DOI: | 10.1111/bjep.12734 |
| Dostupnost: | https://doi.org/10.1111/bjep.12734 https://bpspsychub.onlinelibrary.wiley.com/doi/pdf/10.1111/bjep.12734 |
| Rights: | http://creativecommons.org/licenses/by/4.0/ |
| Přístupové číslo: | edsbas.1FB633C5 |
| Databáze: | BASE |
Nájsť tento článok vo Web of Science | Abstrakt: | Introduction Teacher enthusiasm is an undisputedly important characteristic of teachers, with demonstrated positive effects on student outcomes. Existing research typically operationalised teacher enthusiasm via trait‐based teacher‐ or student ratings. Strikingly little is known about how teachers' trait enthusiasm manifests in their actual in‐situ classroom behaviour. Some findings have been reported regarding teachers' nonverbal behaviours, but the links between teacher enthusiasm and teacher language are unknown so far. Methods The present contribution fills this research gap by applying lexicon‐based sentiment analysis to quantify teachers' emotional tone from transcribed teacher utterances obtained from video recordings of full mathematics lessons (45 min). N = 19 secondary school mathematics teachers and their N = 393 students participated in our study. We realised the sentiment analysis using Remus et al.'s emotion lexicon SentiWS (v2.0, 2019). We obtained both teacher self‐reports and student ratings to assess teachers' enthusiasm, shown habitually (trait), and during the videotaped lesson (in situ). Results Regarding trait enthusiasm, teachers' own, but not the students', ratings were positively linked with teachers' verbally expressed sentiment in the videotaped lesson, specifically its positive valence. Regarding in‐situ enthusiasm, associations were even larger but also did not reach significance for the student ratings. Conclusion This is the first study to employ sentiment analysis on transcripts of German teachers' in‐class talk. Besides the quantitative links between teacher enthusiasm and their language, it also provides qualitative insights on positive emotional teacher talk in mathematics. |
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| DOI: | 10.1111/bjep.12734 |