Keywords
Students’ individual emotions
Classroom atmosphere
Classroom concentration
Submitted : 2025-07-01
Accepted : 2025-07-16
Published : 2025-07-31
Abstract
Previous studies on classroom concentration were conducted from the perspective of teachers, without considering students’ real feelings. This study, starting from students’ feelings of classroom concentration, sent out questionnaires to undergraduates of different levels and natures of schools. Through analysis and research, it was found that teachers’ emotions indirectly affect students’ concentration through students’ individual emotions and classroom atmosphere. On this basis, it is suggested that teachers can improve classroom concentration through the correct emotional expression.
References
Wang L, Zhang S, 2023, Exploration and Practice of Improving College Students’ Classroom Concentration. Science and Technology, (11): 20–22.
Xu J, Yang Y, 2023, Investigation and Research on the Use of Emotion Regulation Strategies by College English Teachers in the Classroom. Foreign Language Teaching, 44(01): 54–60.
Zhao L, 2021, A Brief Analysis of Ways and Methods to Improve College Students’ Classroom Concentration. Science and Technology, (23): 28–29.
Xu X, Xue H, Xu K, et al., 2020, Main Factors Affecting Undergraduate Students’ Concentration in Traditional Classrooms and Strategies to Improve It. Journal of Animal Ecology, 41(01): 94–96.
Guo J, Chang L, 2016, Building a Classroom Emotion Management Model Based on Psychological Contract. Teaching and Management, (36): 14–16.
Hou Y, Wang W, 2016, Review and Prospect of Research on Teachers’ Classroom Emotion Management in China in the Past Thirty Years. Contemporary Educational Science, (18): 34–38.
Chen Y, Zhang X, 2016, An Empirical Study on the Influence of Sleep on the Concentration of Chinese College Students in Class: A Case Study of Four Universities in Guizhou Province. Journal of Weinan Normal University, 31(10): 35–44.
Qiao H, 2015, How Do Young Teachers Control the Classroom: From the Perspective of Classroom Emotion Regulation. Shanghai Education Research, (05): 74–76.
Qiu L, 2014, Experimental Study on the Influence of Teachers’ Classroom Emotions on Teaching Effectiveness. Educational Research and Experiment, (01): 72–76 + 85.
Zhu Z, Luo S, 2013, Teachers’ Classroom Emotions and Their Regulation. Teaching and Management, (28): 20–23.