Emotional volatility shows small marginally significant incremental positive associations with cognitive activation, classroom management, and teacher enthusiasm, and the general anxiety factor is weakly negatively associated with classroom management¶

Claim · All claims
Evidence · 1 study · associational r3 · q2 · i0 negligible
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 Emotional volatility showed small, marginally significant incremental value in explaining cognitive activation (β = .097), classroom management (β = .106), and teacher enthusiasm (β = .112) over the general anxiety reference factor. → Burić 2023 q2 i0 The general anxiety reference factor showed a weak, marginally significant negative association with classroom management (β = -.079, p = .054). → Burić 2023

Evidence¶

Burić 2023¶

Burić, Irena, Butković, Ana and Kim, Lisa (2023) Teacher personality domains and facets: Their unique associations with student-ratings of teaching quality and teacher enthusiasm. Learning and Instruction. 101827. https://doi.org/10.1016/j.learninstruc.2023.101827

q2 · i0 · associational · r3

Negative emotionality bifactor-(S-1) MSEM; although the domain and its facets were unrelated to criteria bivariately, the model revealed the incremental volatility effects. A separate printed result reports the anxiety-classroom management association (β = -.079, p = .054), a negligible standardized effect. The article concludes higher emotional volatility "might be actually beneficial" for perceived teaching performance.

"a small and marginally statistically significant but incremental value of emotional volatility in explaining the variance of cognitive activation (β = .097, p = .067), classroom management (β = .106, p = .060), and teacher enthusiasm (β = .112, p = .040), over and above other the general anxiety reference factor."

Discussion¶

Related Claims¶

• The general sociability reference factor uniquely and positively predicts student-rated classroom management, student support, and teacher enthusiasm, while assertiveness and energy level add no unique prediction — related
• Open-mindedness facets show no significant unique associations with student-rated teaching quality or teacher enthusiasm in bifactor-(S-1) models — related
• The general compassion reference factor uniquely predicts only student support, while the trust facet incrementally predicts teacher enthusiasm — related
• The general organization reference factor is weakly negatively related to cognitive activation, student support, and teacher enthusiasm, but these associations become non-significant after controlling for covariates — related
• Teachers with higher self-efficacy report higher instructional quality at the individual teacher level, with congruent domain-specific associations — related