The current study examines students’ emotional responses to instructor swearing and extends previous research to validate functions and targets of instructor swearing. A measure was created to assess college students’ perceptions of instructor swearing. A principle components analysis yielded a seven-factor structure that supports past functions and targets of classroom swearing: at self/job tools; at students/assignments; to elaborate course concepts; part of the instructor’s disposition; to gain attention; accidental swearing; and, to converge/be humorous. Framed by emotional response theory (ERT), instructor swearing behaviors significantly predicted students’ pleasure and dominance emotions. Additionally, students’ emotional responses in the classroom explained significantly more unique variation in students’ cognitive and affective learning, and motivation, compared to instructor swearing. Implications for instructional practice and instructional communication theory are addressed.

中文翻译：

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“哦，该死！我只是在课堂上发誓吗？”：使用情绪反应理论来理解教师在大学课堂上发誓的作用

当前的研究检查了学生对教师咒骂的情绪反应，并扩展了先前的研究以验证教师咒骂的功能和目标。制定了一项措施来评估大学生对教师脏话的看法。主要成分分析产生了一个七因素结构，支持过去课堂脏话的功能和目标：自我/工作工具；在学生/作业；阐述课程概念；教师性格的一部分；获得关注；不小心发誓；并且，收敛/幽默。以情绪反应理论 (ERT) 为框架，教师咒骂行为显着预测了学生的愉悦和支配情绪。此外，学生在课堂上的情绪反应显着解释了学生认知和情感学习的独特变化，和动机，相比教练的脏话。涉及教学实践和教学交流理论。