Izvorni znanstveni članak
https://doi.org/10.15516/cje.v28i3.41750
Do Teacher Questions Affect Student Emotions?
Erna Mena Niman
; Universitas Katolik Indonesia Santu Paulus Ruteng, Faculty of Teacher Training and Education, Primary School Teacher Education
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* Dopisni autor.
Sažetak
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
Ključne riječi
classroom interaction; emotions; strategy; questioning
Hrčak ID:
351231
URI
Datum izdavanja:
21.9.2026.
Posjeta: 0 *