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From Emotion to Action: The Impact of Teachers' Affective Attitudes on Intercultural Classroom Engagement

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  • Hu Fen

    (Academy of Language Studies, Universiti Teknologi MARA Melaka, Campus Alor Gajah, Malaysia, International Education College Jiangxi University of Engineering, Xinyu)

  • Chun Keat Yeap

    (Academy of Language Studies, Universiti Teknologi MARA Melaka, Campus Alor Gajah)

  • Kuldip Kaur Maktiar Singh

    (Academy of Language Studies, Universiti Teknologi MARA Melaka, Campus Alor Gajah)

  • Irene Yoke Chu Leong

    (Academy of Language Studies, Universiti Teknologi MARA, City Campus, Melaka)

Abstract

This study examines how teachers' affective attitudes toward non-Chinese students relate to their evaluations of learning outcomes, teaching engagement, and perceptions of learning difficulties in intercultural classrooms. Based on 196 valid questionnaires from Chinese primary school teachers in Selangor, Malaysia, the study adopts a quantitative cross-sectional design using descriptive and inferential analyses. Results show that teachers' affective attitudes (like / dislike / neutral) are not significantly associated with their teaching engagement or evaluations, indicating professional consistency beyond emotional preference. Background variables such as age, qualification, and homeroom status show no moderating effects. However, affective attitudes are significantly related to perceived learning difficulties (χ² = 30.7, p

Suggested Citation

  • Hu Fen & Chun Keat Yeap & Kuldip Kaur Maktiar Singh & Irene Yoke Chu Leong, 2025. "From Emotion to Action: The Impact of Teachers' Affective Attitudes on Intercultural Classroom Engagement," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(10), pages 5902-5912, October.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:10:p:5902-5912
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