'Oh, S**t! Did i just swear in class?': Using emotional response theory to understand the role of instructor swearing in the college classroom

摘要

The current study examines students’ emotional responses to instructor swearing andextends previous research to validate functions and targets of instructor swearing.A measure was created to assess college students’ perceptions of instructor swearing.A principle components analysis yielded a seven-factor structure that supports pastfunctions and targets of classroom swearing: at self/job tools; at students/assignments;to elaborate course concepts; part of the instructor’s disposition; to gain attention;accidental swearing; and, to converge/be humorous. Framed by emotional responsetheory (ERT), instructor swearing behaviors significantly predicted students’ pleasureand dominance emotions. Additionally, students’ emotional responses in the classroomexplained significantly more unique variation in students’ cognitive and affectivelearning, and motivation, compared to instructor swearing. Implications for instructionalpractice and instructional communication theory are addressed.