Article: The impact of teacher instructional emotions on student academic emotions, and motivational involvement Journal: International Journal of Knowledge and Learning (IJKL) 2025 Vol.18 No.5 pp.486 - 510 Abstract: This study constructs a teacher instructional emotions two-level confirmatory factor analysis model to explore the classification framework of teacher instructional emotions and constructs a relationship model between instructional emotions, academic emotions, and motivational involvement to analyse the relationship between instructional emotions, academic emotions, and motivation involvement. This study selects two groups of 1,083 students as samples and analyses them using SEM. The results show that: 1) the instructional emotions two-level confirmatory factor analysis model and the relationship model between instructional emotions, academic emotions, and motivational involvement constructed both fit with the observed data; 2) positive instructional emotions positively predict positive academic emotions of students; negative instructional emotions positively predict negative academic emotions of students; 3) positive academic emotions of students positively predict adaptive motivational involvement and negative academic emotions of students positively predict maladaptive motivational involvement. Based on the findings, this study discusses and proposes future recommendations. Inderscience Publishers - linking academia, business and industry through research

Title: The impact of teacher instructional emotions on student academic emotions, and motivational involvement

Authors: Van Kien Pham; Thuy Dung Pham Thi; Nam Tien Duong

Addresses: Business Department, FPT University, Ho Chi Minh Campus, D1 Street, Saigon Hi-tech Park, Long Thanh My Ward, Thu Duc City, Ho Chi Minh City, Greenwich, Vietnam ' Department of Science, Technology, and International Projects, Ho Chi Minh City University of Economics and Finance (UEF), 141-145 Dien Bien Phu, Ward 15, Binh Thanh District, Ho Chi Minh City, Vietnam ' Department of Science, Technology, and International Projects, Ho Chi Minh City University of Economics and Finance (UEF), 141-145 Dien Bien Phu, Ward 15, Binh Thanh District, Ho Chi Minh City, Vietnam

Abstract: This study constructs a teacher instructional emotions two-level confirmatory factor analysis model to explore the classification framework of teacher instructional emotions and constructs a relationship model between instructional emotions, academic emotions, and motivational involvement to analyse the relationship between instructional emotions, academic emotions, and motivation involvement. This study selects two groups of 1,083 students as samples and analyses them using SEM. The results show that: 1) the instructional emotions two-level confirmatory factor analysis model and the relationship model between instructional emotions, academic emotions, and motivational involvement constructed both fit with the observed data; 2) positive instructional emotions positively predict positive academic emotions of students; negative instructional emotions positively predict negative academic emotions of students; 3) positive academic emotions of students positively predict adaptive motivational involvement and negative academic emotions of students positively predict maladaptive motivational involvement. Based on the findings, this study discusses and proposes future recommendations.

Keywords: instructional; emotions; teacher; student; involvement.

DOI: 10.1504/IJKL.2025.148768

International Journal of Knowledge and Learning, 2025 Vol.18 No.5, pp.486 - 510

Received: 08 Aug 2023
Accepted: 11 Oct 2024
Published online: 23 Sep 2025 *

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Title: The impact of teacher instructional emotions on student academic emotions, and motivational involvement

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