In-class crossover of enthusiasm between teachers and students: The moderating role of teacher-student relationship quality and math ability

This study investigated real-time crossover of enthusiasm from teachers to students in mathematics classrooms using experience sampling methodology (ESM). It examined whether student-specific, shared class, and teacher perceptions of teacher enthusiasm predicted student enthusiasm, and whether teacher-student relationship quality and students' mathematical ability moderated these relationships. 430 11th and 12th grade students and 25 teachers reported their enthusiasm twice during mathematics classes for 10 school days using ESM. Students also reported on perceived teacher enthusiasm (ESM), quality of teacher-student relationship (student survey), and completed a standardized math test. Student-specific and class perceptions, but not teacher perceptions of teacher enthusiasm, predicted student enthusiasm. The crossover of teacher enthusiasm (class perception) was stronger for students with closer teacher-student relationships and these students also experienced more enthusiasm. Mathematical ability did not moderate crossover, but positively related to student enthusiasm. Findings underscore the importance of expressive teaching and relational closeness in fostering student enthusiasm. Educational relevance statement This study underscores the central role of teacher enthusiasm in shaping the real-time experience of enthusiasm in mathematics classes, with student perceptions of teacher enthusiasm emerging as the main driver of these effects. In order to promote positive emotions in students, teachers should focus on effectively conveying their positive emotions in ways that are perceptible to students. In addition, close teacher-student relationships strengthen the relations between teacher and student enthusiasm and relate to greater overall student enthusiasm in class. Teachers should strive to build positive, supportive relationships with their students in order to promote positive emotional exchanges and experiences in the classroom. Finally, as relations between teacher and student enthusiasm appear to generalize across student ability levels, strategies to enhance teacher enthusiasm may be broadly applied to benefit all students, regardless of ability level.