Influence of Classroom Conditions on Emotions of Prospective Teachers: Mediating Role of Learning Assessment

Ali Audah

doi:10.18860/psikoislamika.v23i1.40982

Influence of Classroom Conditions on Emotions of Prospective Teachers: Mediating Role of Learning Assessment

Ali Audah

Abstract

Prospective teachers’ positive image of teaching practice does not always come reality. The emotions of prospective teachers need to be examined to enhance understanding of the dynamics of emotional experiences through classroom conditions with the mediation of learning assessment. The study used a quantitative correlational survey design involving 123 prospective teachers. The research data was measured using classroom condition scale, learning assessment scale, and emotion scale. Structural Equation Modeling analysis showed that learning assessments increased happy emotions and decreased anxious and angry emotions; learning assessments perfectly mediated the influence of classroom conditions on prospective teachers’ emotions. Classroom conditions indirectly predicted happy, anxious, and angry emotions through learning assessments. Prediction of classroom conditions on teachers’ emotions depended on learning assessments. Non-formal internship interventions before formal teaching practice are needed to maintain prospective teachers’ mental health in the classroom teaching practice.

Keywords

Classroom Conditions; Emotions; Learning Assessment; Prospective Teachers

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References

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DOI: https://doi.org/10.18860/psikoislamika.v23i1.40982