Abstract

Classrooms are host to a multitude of emotions which evolve within the academic context, all of which are of critical importance for both the students and teachers involved (Frenzel et al. 2009a; Pekrun et al. 2002; Pekrun and Stephens 2012; Sutton and Wheatley 2003). Literature on the prevalence, effect, and measurement of anxiety in the classroom is well established, particularly in relation to test anxiety (Zeidner 1998). However, classroom emotion requires consideration across the full spectrum of emotional possibilities. For instance, students can experience excitement learning new concepts, but they can also feel frustrated when failing to grasp the learning material. Similarly, teachers are likely to experience a plethora of emotions during the course of their work. These emotions may range from the enjoyment that arises when witnessing their students’ progress, to the anger felt when students disrupt their lesson. Such an array of experiences, for both teacher and student, can result in a veritable ‘emotional whirlpool’ (Erb 2002).