ABSTRACT

Teachers frequently employ surface-acting strategies to regulate emotions and to be more effective. This can be detrimental for teachers’ health but the effects of such inauthentic emotion expressions on students are largely unexplored. In two exploratory studies we investigated the impact of teachers’ emotions and emotional authenticity (expressing truly felt emotions) on students’ emotions of enjoyment, anger, and anxiety. In study 1 we used generalised (trait-level) assessments from teachers (N = 81) and students (N = 786) on emotions and emotional authenticity. As emotions are dynamic in nature, we further used the experience sampling method with a randomly chosen subsample (N = 128 students) in study 2 to assess momentarily perceived teacher emotional authenticity and students’ emotions in the classroom. In study 1 we found teachers’ and students’ self-reported enjoyment (but not anger and anxiety) to be interrelated. In study 2, all three (perceived) teacher emotions were related to students’ emotions. Further, in both studies students’ perceptions of their teachers’ emotional authenticity related to their own emotions. Although teachers’ self-reported and students’ perceived emotional authenticity did not converge, the results show that emotional authenticity matters to students. Implications for future studies but also for teachers’ emotion regulation are discussed.

摘要

教师经常采用表面动作策略来调节情绪并提高效率。这可能对教师的健康有害，但是这种不真实的情绪表达对学生的影响尚待探索。在两项探索性研究中，我们调查了教师的情绪和情绪真实性（表达真实感觉的情绪）对学生的愉悦，愤怒和焦虑情绪的影响。在研究1中，我们使用了教师（N  = 81）和学生（N  = 786）对情绪和情绪真实性的广义（特质水平）评估。由于情绪本质上是动态的，因此我们进一步将经验抽样方法与随机选择的子样本（N = 2名学生（128名学生），以评估暂时感知的老师的情感真实性和学生在教室中的情感。在研究1中，我们发现教师和学生的自我报告的娱乐（但不是愤怒和焦虑）是相互关联的。在研究2中，所有三种（感知到的）教师情感都与学生的情感有关。此外，在两项研究中，学生对老师情感真实性的理解都与他们自己的情感有关。尽管教师的自我报告和学生的情感真实性并没有融合，但结果表明情感真实性对学生很重要。讨论了对未来研究的意义，也对教师的情绪调节意义。