Developmental trajectories of achievement emotions in mathematics during adolescence.

This study examined how adolescents' emotions in mathematics develop over time. Growth curve modeling was applied to longitudinal data collected annually from 2002 to 2006 (Grades 5-9; N = 3425 German adolescents; Mage = 11.7, 15.6 years at the first and last waves, respectively; 50.0% female). Results indicated that enjoyment and pride decreased over time (Glass's Δs = -.86, -.71). In contrast, negative emotions exhibited more complex patterns: Anger, boredom, and hopelessness increased (Δs = .52, .79, .26), shame decreased (Δ = -.12), and anxiety remained stable (Δ = .00). These change trajectories of emotions were associated with change trajectories of perceived control, intrinsic value, achievement value, and achievement in mathematics. Implications and future directions are discussed.

Measuring emotions in mathematics: the Achievement Emotions Questionnaire-Mathematics (AEQ-M).

Understanding the structure, antecedents, and outcomes of students' emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire-Mathematics (AEQ-M), a self-report instrument assessing students' mathematics-related emotions. The AEQ-M measures seven emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across class, learning, and test contexts (internal structure). Based on control-value theory, it is assumed that these emotions are evoked by control and value appraisals, and that they influence students' motivation, learning strategies, and performance (external relations). Despite the popularity and frequent use of the AEQ-M, the research leading to its development has never been published, creating uncertainty about the validity of the proposed internal structure and external relations. We close this gap in Study 1 (N = 781 students, Grades 5-10, mean age 14.1 years, 53.5% female) by demonstrating that emotions are organized across contexts and linked to their proposed antecedents and outcomes. Study 2 (N = 699 students, Grade 7 and 9, mean age 14.0 years, 56.9% female) addresses another deficit in research on the AEQ-M, the lack of evidence regarding the assumption that emotions represent sets of interrelated affective, cognitive, motivational, and physiological/expressive components. We close this gap by evaluating extended AEQ-M scales, systematically assessing these components for five core mathematics emotions (enjoyment, anger, anxiety, hopelessness, boredom). Our work provides solid grounds for future research using the AEQ-M to assess emotions and their components in the domain of mathematics.

"I'm tired of black boxes!": A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis.

As of today, surprisingly little is known about the subjective well-being of faculty in general, but especially when teaching online and during a time of pandemic during lockdowns in particular. To narrow this research gap, the present study systematically compared the subjective well-being of faculty teaching face-to-face before to those teaching online during the COVID-19 pandemic, adopting a self-determination theory framework. The data reported here stem from a study conducted before the pandemic (Sample 1, n = 101) and which repeated-measures survey design we replicated to collect corresponding data during the pandemic (Sample 2, n = 71). Results showed that faculty teaching online during the pandemic reported impaired satisfaction of all three basic needs, that is reduced autonomy, competence, and especially relatedness, as well as impaired subjective well-being (clearly reduced enjoyment and reduced teaching satisfaction; increased anger and a tendency towards more shame) compared to faculty teaching face-to-face before the pandemic. Yet pride, anxiety, and boredom were experienced to a similar extent across both samples. The effects of the teaching format on the different aspects of subjective well-being were overall mediated in self-determination-theory-congruent ways by the satisfaction of the basic needs for autonomy, competence, and relatedness. We conclude for a post-pandemic future that online teaching will supplement rather than replace face-to-face teaching in higher education institutions, as their importance for building relationships and satisfying social interactions not only for students but also for faculty seem to have been underestimated so far.

Unintended emotions in the laboratory: Emotions incidentally induced by a standard visual working memory task relate to task performance.

The ability to temporarily hold information in visual working memory (VWM) is among the most crucial and most extensively examined human cognitive functions. Here, we empirically confirm previous speculations (a) that a standard VWM task arouses emotions in participants and (b) that these task-induced emotions are related to VWM performance. In a first qualitative study (N = 19), by adapting a qualitative method of inquiry, the think-aloud technique, we found that the task induced different positive and negative emotions, such as joy and anger, which varied on the inter- as well as on the intraindividual level. The emotional experiences seemed to be tied to the implicit achievement requirement of the VWM task (getting it right vs. wrong). Encouraged by these findings, two quantitative studies (N = 45, and N = 44, respectively) revealed that VWM performance was positively linked to joy and pride, and negatively linked to anger, frustration, and boredom on the inter- and on the intraindividual level. Notably, these emotions were also affected by an experimental manipulation of task difficulty (set size 4 vs. 8). Further, the findings from Study 3 were replicated in a fourth high-powered online study (N = 110). This research is the first to demonstrate that a task designed to measure VWM in itself triggers emotions, specifically achievement emotions, which, in turn, are linked with VWM performance. Our findings suggest that these task-induced emotions should be considered as potential confounding variables in future research on VWM and in cognitive research in general. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Exceptional circumstances: Changes in teachers' work characteristics and well-being during COVID-19 lockdown.

The COVID-19 pandemic extensively changed the work life of many employees. Teachers seemed particularly challenged, confronted with sudden remote teaching due to school closures. Drawing on the job demands-resources (JD-R) model, we investigated (a) changes in seven work characteristics (job demands: emotional demands, interpersonal conflict, workload; job resources: autonomy, social support, feedback, task variety) and three job-related well-being indicators (fatigue, psychosomatic complaints, job satisfaction), (b) how changes in work characteristics correlated with well-being, and (c) the impact of two individual difference factors (caretaking responsibilities, career stage). Data were collected in two waves (just prior to and a few months into the COVID-19 pandemic) across Germany from 207 teachers with an average work experience of 6 years (range: 1-36 years). Using latent change score (LCS) modeling, we found significant, small-to-medium-sized decreases over time for both job demands and resources as well as fatigue, with variability in the magnitude of changes. Decreases in job demands correlated with decreases in fatigue and psychosomatic complaints, whereas decreases in job resources correlated with decreases in job satisfaction. Teachers with caretaking responsibilities and more experienced teachers were more vulnerable to the crisis as they experienced a smaller or no decrease in job demands in concert with diminished job resources. These findings reveal the double-edged consequences of the COVID-19 pandemic for teachers' work life. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Boredom Makes Me Sick: Adolescents' Boredom Trajectories and Their Health-Related Quality of Life.

Existing research shows consistent links between boredom and depression, somatic complaints, substance abuse, or obesity and eating disorders. However, comparatively little is known about potential psychological and physical health-related correlates of academic boredom. Evidence for such a relationship can be derived from the literature, as boredom has adverse consequences in both work and achievement-related settings. The present study investigates latent correlations of 1.484 adolescents' (Mage = 13.23) mathematics boredom scores at three time points during a semester in 2018/19 and their Rasch scaled health-related quality of life (HRQoL). Moreover, we applied latent growth curve modeling to estimate boredom trajectories across the semester and determined the relationship between the latent growth parameters of student boredom and HRQoL in bivariate correlation analyses. Our results show that boredom is significantly negatively linked with all HRQoL dimensions (physical well-being, psychological well-being, autonomy and parent relation, social support and peers, school environment [SCH], and general HRQoL [GH]). Furthermore, stronger increases in boredom across the semester were negatively associated with SCH scores and GH. In conclusion, given that boredom is negatively linked with HRQoL and that stronger boredom growth is linked with more severe health-related problems, signs of academic boredom could be an early warning signal for adolescents' potentially severe problems.

Displayed enthusiasm attracts attention and improves recall.

BACKGROUND: Instructor enthusiasm has been shown to enhance a range of positive student outcomes including recall, but the underlying mechanisms for the favourable effects of teacher enthusiasm are still largely unknown. AIMS: We hypothesized that attention paid to the instructor is one mechanism and that the positive effects of enthusiasm will disappear when attention is captured by another task. SAMPLES: In a series of three studies, we involved fourth and fifth graders in listening to texts read aloud with high or low levels of displayed enthusiasm. METHODS: In Study 1, we obtained self-reported and observed behavioural indicators of attention while students were read texts with high versus low enthusiasm. In Study 2, we additionally manipulated attention by comparing a group who performed a concurrent attentional task while listening to the texts read with high or low enthusiasm to a group who only listened to the texts. In Study 3, we compared the attention-catching concurrent task used in Study 2 to a non-attention-catching dual task. RESULTS AND CONCLUSIONS: Our results confirm that displayed enthusiasm captures attention and that attention partially explains the positive effect of displayed enthusiasm on recall.

Adaptation of the Teacher Emotions Scales (TES) to the brazilian context / Adaptação da Teacher Emotions Scale (TES) ao contexto brasileiro / Adaptación de la Teacher Emotions Scale (TES) al contexto brasileño

Emotions are complex psychobiological reactions, articulating motivational patterns, an impulse for action, and physiological changes. The aim was to adapt and validate a self-report instrument for the assessment of teachers' emotions in a Brazilian context. We propose the adaptation of the Teacher Emotions Scales (TES) - developed in German and translated to English -, which assesses teachers' enjoyment, anger, and anxiety. Eight specialists translated and back-translated the scale in and from both English and German. Participants were 410 teachers and professors, who also answered the Affect Scale (AS) and the Work Burnout Inventory (WBI). Exploratory factorial analysis found three factors (enjoyment, ω = .88, anxiety, ω = .67, and anger, ω = .81), as in the original scale. We also found meaningful correlations between the dimensions of the scales and the AS and WBI subscales. Adapting this scale will contribute to current research on teacher emotions in Brazil (AU).

As emoções são reações psicobiológicas complexas, articulando padrões motivacionais, impulso de ação e mudanças fisiológicas. O objetivo foi validar um instrumento de autorrelato para avaliação das emoções de professores em um contexto brasileiro. Propõe-se a adaptação da Escala de Emoções do Professor (TES) - desenvolvido em alemão e traduzido para o inglês -, que avalia o prazer, a raiva e a ansiedade dos professores. Oito especialistas traduziram e retraduziram a escala de e para inglês e alemão. Os participantes foram 410 professores, que também responderam à Escala de Afeto (AS) e ao Work Burnout Inventory (WBI). A análise fatorial exploratória encontrou três fatores (prazer, α = 0,88, ansiedade, α = 0,67 e raiva, α = 0,81), como na escala original e correlações significativas entre as dimensões das escalas e as subescalas AS e WBI. A adaptação dessa escala contribuirá para as pesquisas atuais sobre as emoções dos professores no Brasil (AU).

Las emociones son reacciones psicobiológicas complejas, que articulan patrones motivacionales, impulsos de acción y cambios fisiológicos. El objetivo fue validar un instrumento de autoinforme para la evaluación de las emociones de los docentes para el contexto brasileño - la Escala de Emociones de los Docentes (TES), desarrollada en alemán y traducida al inglés, que evalúa el placer, la ira y la ansiedad de los profesores. Los participantes fueron 410 docentes, quienes también respondieron a la Escala de Afecto (AS) y el Inventario de Burnout en el Trabajo (WBI). El análisis factorial exploratorio encontró tres factores (placer, α = 0,88, ansiedad, α = 0,67 e ira, α = 0,81), como en la escala original. También se encontraron correlaciones significativas entre las dimensiones de las escalas y las subescalas AS y WBI. La adaptación de esta escala contribuirá a la investigación actual sobre las emociones de los profesores en Brasil (AU).

Excessive boredom among adolescents: A comparison between low and high achievers.

Existing research shows that high achievement boredom is correlated with a range of undesirable behavioral and personality variables and that the main antecedents of boredom are being over- or under-challenged. However, merely knowing that students are highly bored, without taking their achievement level into account, might be insufficient for drawing conclusions about students' behavior and personality. We, therefore, investigated if low- vs. high-achieving students who experience strong mathematics boredom show different behaviors and personality traits. The sample consisted of 1,404 German secondary school students (fifth to 10th grade, mean age 12.83 years, 52% female). We used self-report instruments to assess boredom in mathematics, behavioral (social and emotional problems, positive/negative affect, cognitive reappraisal, and expressive suppression), and personality variables (neuroticism and conscientiousness). In comparing highly bored students (more than one SD above M, n = 258) who were low vs. high achievers (as indicated by the math grade, n = 125 / n = 119), results showed that there were no mean level differences across those groups for all variables. In conclusion, our results suggest that high boredom can occur in both low- and high-achieving students and that bored low- and high-achievers show similar behaviors and personality profiles.

Who Enjoys Teaching, and When? Between- and Within-Person Evidence on Teachers' Appraisal-Emotion Links.

Testing assumptions proposed by Frenzel's reciprocal model of teacher emotions (e.g., Frenzel, 2014), this study explored relations between teachers' appraisals concerning the attainment and importance of their teaching goals, and their emotions. Specifically, we addressed teachers' goals of high student performance, motivation, discipline, and high-quality teacher-student relationship and three key discrete emotions, namely, enjoyment, anger, and anxiety, during teaching. We had 244 secondary school teachers (70.1% female) self-report their goal attainment and importance appraisals and emotional experiences with respect to up to three different classes they currently taught. Results from single- and two-level multivariate multiple regression analyses largely supported the relevance of the goal attainment appraisals for teachers' emotions both on the between-person and the within-person level. Goal importance appraisals proved to be of secondary relevance. On the between-person level, those teachers who positively appraised the attainment of motivation, discipline, and teacher-student relationship quality proved to report more enjoyment and less anxiety and anger. On the within-person level, teachers reported enjoying teaching those classes more, which they perceived as better performing, more motivated and disciplined, and with whom they had a better relationship. Anger and anxiety were negatively linked to appraisals pertaining to the attainment of discipline and teacher-student relationship quality. Across both analysis perspectives, teacher-student relationship quality attainment showed particularly strong links with all three emotions. Because teachers' subjective evaluations regarding student behaviors were shown to be highly relevant for their emotions, we conclude that teachers could be supported in modifying their emotional experiences through cognitive reappraisal. Interventions targeting teachers' relationships with students, and their cognitive judgments thereof, seem particularly promising.

Mathematics Motivation in Students With Low Cognitive Ability: A Longitudinal Study of Motivation and Relations With Effort, Self-Regulation, and Grades.

Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German "Project for the Analysis of Learning and Achievement in Mathematics." Results showed that students with low levels of cognitive ability were able to differentiate EVT components. Both groups demonstrated a similar downward developmental trend in motivation from early to middle adolescence, and similar relations between EVT components and levels of efforts, self-regulation, and mathematics class grades.

Teacher Procrastination, Emotions, and Stress: A Qualitative Study.

Stress and negative emotions in teachers can lead to occupational burnout, poor performance in the classroom, and decreased job-satisfaction. Apart from having negative personal and physical effects for the individual teacher, teacher stress and burnout are also thought to have negative effects on the respective students and student achievement. As one potential source of teacher stress, procrastination has been speculated about. However, research on the phenomenology and prevalence of procrastination among teachers, as well as its relevance for their emotional and stress experiences, is very scarce. Further, most of the existing research on teacher procrastination used general self-report scales to obtain results. The present study therefore investigated the phenomenology of teacher procrastination as well as its links with emotional experiences and stress, using a qualitative approach. Twenty-seven male and female teachers from Germany were interviewed personally (Mean age = 35.7, SD = 9.64, Min = 25 years, Max = 67 years). Nine of those teachers reported to never needlessly delay an action concerning their profession or not to perceive their dilatory behavior as negative and stressful. Data from the remaining 16 teachers (Mean age = 35.06, SD = 7.01, Min = 26 years, Max = 48 years) were analyzed on the basis of qualitative content analysis by using deductive as well as inductive category application. Results revealed that these teachers procrastinate on an array of professional tasks, such as administrative and organizational tasks and correcting students' work. The results showed that teachers delayed these tasks for different reasons but mainly due to task aversiveness. Further, teachers reported experiencing mainly negative emotions when procrastinating and perceiving their procrastination behavior as moderately stressful, indicating that procrastination is a potential stressor in the teacher profession. Limitations of the study are discussed and directions for future research are proposed.

Happy fish in little ponds: Testing a reference group model of achievement and emotion.

A theoretical model linking achievement and emotions is proposed. The model posits that individual achievement promotes positive achievement emotions and reduces negative achievement emotions. In contrast, group-level achievement is thought to reduce individuals' positive emotions and increase their negative emotions. The model was tested using one cross-sectional and two longitudinal datasets on 5th to 10th grade students' achievement emotions in mathematics (Studies 1-3: Ns = 1,610, 1,759, and 4,353, respectively). Multilevel latent structural equation modeling confirmed that individual achievement had positive predictive effects on positive emotions (enjoyment, pride) and negative predictive effects on negative emotions (anger, anxiety, shame, and hopelessness), controlling for prior achievement, autoregressive effects, reciprocal effects, gender, and socioeconomic status (SES). Class-level achievement had negative compositional effects on the positive emotions and positive compositional effects on the negative emotions. Additional analyses suggested that self-concept of ability is a possible mediator of these effects. Furthermore, there were positive compositional effects of class-level achievement on individual achievement in Study 2 but not in Study 3, indicating that negative compositional effects on emotion are not reliably counteracted by positive effects on performance. The results were robust across studies, age groups, synchronous versus longitudinal analysis, and latent-manifest versus doubly latent modeling. These findings imply that individual success drives emotional well-being, whereas placing individuals in high-achieving groups can undermine well-being. Thus, the findings challenge policy and practice decisions on achievement-contingent allocation of individuals to groups. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Teachers' goal orientations: Effects on classroom goal structures and emotions.

BACKGROUND: Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. AIM: The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. SAMPLES: Participants were 495 practising teachers from Canada (86% female, M = 42 years). METHODS: Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. RESULTS: Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. CONCLUSIONS: The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures.

The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions.

Following from previous research on intensity bias and the accessibility model of emotional self-report, the present study examined the role of emotional exhaustion in explaining the discrepancy in teachers' reports of their trait (habitual) versus state (momentary, "real") emotions. Trait reports (habitual emotions, exhaustion) were assessed via trait questionnaires, and state reports (momentary emotions) were assessed in real time via the experience sampling method by using personal digital assistants (N = 69 high school teachers; 1,089 measures within teachers). In line with our assumptions, multi-level analyses showed that, as compared to the state assessment, teachers reported higher levels of habitual teaching-related emotions of anger, anxiety, shame, boredom, enjoyment, and pride. Additionally, the state-trait discrepancy in self-reports of negative emotions was accounted for by teachers' emotional exhaustion, with high exhaustion levels corresponding with a greater state-trait discrepancy. Exhaustion levels did not moderate the state-trait discrepancy in positive emotions indicating that perceived emotional exhaustion may reflect identity-related cognitions specific to the negative belief system. Implications for research and educational practice are discussed.

Antecedents of teachers' emotions in the classroom: an intraindividual approach.

Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers' emotions in the classroom. More specifically, the relationships between students' motivation and discipline and teachers' enjoyment and anger were explored, as well as if these relationships are mediated by teachers' subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual approach by collecting data through a diary. The sample consisted of 39 teachers who each participated with one of their 9th or 10th grade mathematics classes (N = 758 students). Both teachers and students filled out diaries for 2-3 weeks pertaining to 8.10 lessons on average (N = 316 lessons). Multilevel structural equation modeling revealed that students' motivation and discipline explained 24% of variance in teachers' enjoyment and 26% of variance in teachers' anger. In line with theoretical assumptions, after introducing teachers' subjective appraisals as a mediating mechanism into the model, the explained variance systematically increased to 65 and 61%, for teachers' enjoyment and anger respectively. The effects of students' motivation and discipline level on teachers' emotions were partially mediated by teachers' appraisals of goal conduciveness and coping potential. The findings imply that since teachers' emotions depend to a large extent on subjective evaluations of a situation, teachers should be able to directly modify their emotional experiences during a lesson through cognitive reappraisals.

Teaching This Class Drives Me Nuts!--Examining the Person and Context Specificity of Teacher Emotions.

Teachers' emotions are critically important for the quality of classroom instruction, and they are key components of teachers' psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been considered. As such, the present research addresses the long-standing yet unresolved person-situation debate pertaining to the emotional experiences of teachers. In two diary studies (N = 135, 70% female, and N = 85, 28% female), we examined the role of person, academic subject, and group of students for teacher emotions; focusing on three of the most salient emotions found in teachers: enjoyment, anger, and anxiety. Findings from multi-level analysis confirmed the person specificity of enjoyment, anger, and, in particular, anxiety. In addition, underscoring the existence of within-teacher variability, findings supported that teachers' emotions considerably varied depending on the subject and group of students taught, particularly so for enjoyment and anger. Implications of the person and context specificity of teacher emotions are discussed in relation to assessments and intervention programs aiming to improve teachers' emotional lives in the classroom.

Between-domain relations of students' academic emotions and their judgments of school domain similarity.

With the aim to deepen our understanding of the between-domain relations of academic emotions, a series of three studies was conducted. We theorized that between-domain relations of trait (i.e., habitual) emotions reflected students' judgments of domain similarities, whereas between-domain relations of state (i.e., momentary) emotions did not. This supposition was based on the accessibility model of emotional self-report, according to which individuals' beliefs tend to strongly impact trait, but not state emotions. The aim of Study 1 (interviews; N = 40; 8th and 11th graders) was to gather salient characteristics of academic domains from students' perspective. In Study 2 (N = 1709; 8th and 11th graders) the 13 characteristics identified in Study 1 were assessed along with academic emotions in four different domains (mathematics, physics, German, and English) using a questionnaire-based trait assessment. With respect to the same domains, state emotions were assessed in Study 3 (N = 121; 8th and 11th graders) by employing an experience sampling approach. In line with our initial assumptions, between-domain relations of trait but not state academic emotions reflected between-domain relations of domain characteristics. Implications for research and practice are discussed.

Teachers' emotional experiences and exhaustion as predictors of emotional labor in the classroom: an experience sampling study.

Emotional exhaustion (EE) is the core component in the study of teacher burnout, with significant impact on teachers' professional lives. Yet, its relation to teachers' emotional experiences and emotional labor (EL) during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their EE (trait), and via the experience sampling method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, anger) and momentary EL (suppression, faking). Teachers reported that in 99 and 39% of all lessons, they experienced enjoyment and anger, respectively, whereas they experienced anxiety less frequently. Teachers reported suppressing or faking their emotions during roughly a third of all lessons. Furthermore, EE was reflected in teachers' decreased experiences of enjoyment and increased experiences of anger. On an intra-individual level, all three emotions predict EL, whereas on an inter-individual level, only anger evokes EL. Explained variances in EL (within: 39%, between: 67%) stress the relevance of emotions in teaching and within the context of teacher burnout. Beyond implying the importance of reducing anger, our findings suggest the potential of enjoyment lessening EL and thereby reducing teacher burnout.