Do Teacher Questions Affect Student Emotions? / Utječu li učiteljeva pitanja na emocije učenika?
DOI:
https://doi.org/10.15516/cje.v28i3.41750Keywords:
classroom interaction; emotions; strategy; questioningAbstract
Abstract
This study explored the emotional impact of teachers’ questions on secondary school students, integrating theoretical and empirical perspectives to understand how different questioning practices influence students’ emotions. A qualitative research design was employed, combining semi-structured interviews with 18 students and 6 teachers, and non-participant classroom observations were conducted over six weeks. Thematic analysis revealed three central themes: anxiety and fear of public mistakes, enhanced confidence through supportive questioning, and perceptions of fairness and inclusion in questioning practices. Findings indicate that rapid, evaluative, or unpredictable questioning triggers negative emotions, while scaffolded, open-ended, and equitable questioning fosters confidence, motivation, and a sense of belonging. The results align with sociocultural theory, self-determination theory, constructivist perspectives, and the affective filter hypothesis, highlighting the interplay between cognition, emotion, and classroom interaction. Pedagogically, the study underscores the importance of emotionally attuned questioning practices, including extended wait-time, inclusive participation, and supportive feedback, to enhance engagement and learning outcomes.
Keywords: classroom interaction; emotions; strategy; questioning
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Sažetak
U ovoj studiji istraživalo se kako učiteljeva pitanja emocionalno djeluju na učenike srednjih škola, integrirajući teorijske i empirijske perspektive da bi se razumjelo kako različite strategije postavljanja pitanja utječu na emocionalna stanja učenika. Korišten je kvalitativni istraživački dizajn, kombinirajući polustrukturirane intervjue s 18 učenika i 6 nastavnika te promatranja u učionici bez sudjelovanja tijekom šest tjedana. Tematska analiza otkrila je tri središnje teme: tjeskobu i strah od javnih pogrešaka, povećano samopouzdanje primjenom podržavajućih pitanja te percepciju pravednosti i mogućnosti uključivanja u proces postavljanja pitanja. Nalazi pokazuju da brzo, evaluativno ili nepredvidivo postavljanje pitanja izaziva negativne emocije, dok strukturirano, otvoreno i pravedno propitivanje potiče samopouzdanje, motivaciju i osjećaj pripadnosti. Rezultati su usklađeni sa sociokulturnom teorijom, teorijom samoodređenja, konstruktivističkim pristupima i hipotezom afektivnoga filtra, naglašavajući međudjelovanje kognitivnih, emocionalnih i interakcijskih procesa u učionici. Pedagoški gledano, u studiji se naglašava važnost emocionalno usklađenih strategija postavljanja pitanja, uključujući produljeno vrijeme čekanja, poticanje inkluzivnoga sudjelovanja i pružanja podržavajuće povratne informacije radi poboljšanja angažiranosti učenika i ishoda učenja.
Ključne riječi: emocije; interakcija u učionici; postavljanje pitanja; strategija
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