Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages

摘要

Emotional Response Theory (Mottet, Frymier, & Beebe, 2006) predicts that instructor communication stimulates student emotional responses that direct their approach-avoidance behaviors. To test this theory, students reported their perceptions of instructor communication (power and justice), student emotional responses (pleasure, arousal, and dominance), and indicators of their approach-avoidance (cognitive learning, affective learning, and state motivation). Emotional responses were superior predictors of cognitive learning and state motivation compared to instructor communication. However, instructor communication was a better predictor of affective learning compared to emotional responses. To test the causal nature of this theory, path analyses were employed. The models were not supported. Collectively, the theory was partially supported. Implications, limitations, future directions, and an assessment of the theory are discussed.