Achievement Emotions as Mediators of Teacher Communication Behavior and Student Participation ——A Model Construction

Abstract

Communication between teachers and students is the most basic form of classroom teaching in universities. Teacher communication behavior also runs through the whole process of classroom teaching. Effective teacher communication behavior can not only create a good educational atmosphere, but also create a harmonious relationship between teachers and students, thus improving the quality of education. This paper reviews literature about the impact of teacher communication behavior on student participation in classroom based on the perspective of achievement emotions, and constructs a theory model in which achievement emotion is as intermediary. In future studies, if this model is proven to be right, then it will give practical suggestions to class teaching that teachers should make full use of all kinds of communication behaviors to arouse students’ positive emotions, so as to promote students classroom participation and achieve good learning results. Keywords—teacher communication behavior; teacher immediacy; teacher clarity; teacher communication competence; student participation; achievement emotion