ArticleFrontiers in psychology2021
Teacher's Emotional Display Affects Students' Perceptions of Teacher's Competence, Feelings, and Productivity in Online Small-Group Discussions.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
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Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The impact of teacher socio-emotional competence on student engagement: a meta-analysis.Frontiers in psychology · 2025Pooled it
- "When emotions teach": a multilevel moderated mediation model of teacher emotion display, classroom climate, and student emotional intelligence on academic risk-taking.Frontiers in psychology · 2026Article
- Differences in psychological well-being, physical activity, and perception of the value of physical education among Italian middle and high school teachers: A cross-sectional study.Journal of education and health promotion · 2025Article
- Teachers' Attitudes Towards STEM Education: Exploring the Role of Their Readiness via a Structural Equation Model.European journal of investigation in health, psychology and education · 2024Article
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5 authors.
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Abstract
Teacher's emotions have been shown to be highly important in the quality and effectiveness of teaching and learning. There is a recognized need to examine the essential role of teacher's emotions in students' academic achievement. However, the influence of teacher's displays of emotions on students' outcomes in small-group interaction activities, especially in the online environment, has received little attention in prior research. The aim of the present study was to explore the relationship between teacher's different emotional displays and students' perceptions of the teacher's competence, as well as students' collaborative feelings and productivity in online small-group discussions. Using a three-level between-subjects design, 74 participants were randomly divided into four-member groups comprising a teacher and three other participants. All the groups were asked to discuss an open-ended realistic problem using online software, during which the teacher's display of emotions varied (positive vs. negative vs. neutral). The participants' self-reported questionnaire data (perception of the teacher's competence, students' feeling of pleasure, collaborative satisfaction, and willingness to continue collaborating) and productivity (number of effective ideas expressed within a given time) were measured to compare the participants who were exposed to different emotional displays. As expected, the results showed that the participants who received the teacher's positive emotional display reported that they experienced higher levels of pleasure during the task. However, in contrast to our expectations, those under the negative emotional display condition showed a significantly higher level of productivity in the group task. In addition, compared to emotional display, the participants' perceptions of the teacher's competence were rated significantly higher under the neutral condition, and they reported higher levels of collaborative satisfaction and greater willingness to continue collaborating with their group. The findings have the potential benefit of informing educational practice on whether teachers should display their emotions in a small-group discussion or how they should display emotions following adjustment for the relative aim of the teaching activities.
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