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.
Keywords: attention; displayed enthusiasm; primary school children; recall; teaching.
© 2020 The British Psychological Society.