How dyadic emotional transmission shapes teacher-student relationship: effects of emotional convergence on cohesion in teacher-student interaction
文献类型：期刊论文
| 作者 | Qi, Huizi1,2 ; Zhang, Yulin1,2; Dong, Kaixi1,2; Zhao, Guozhen1,2
|
| 刊名 | CURRENT PSYCHOLOGY
 |
| 出版日期 | 2024-05-17 |
| 页码 | 15 |
| 关键词 | Emotional convergence Physiological synchrony Physiological predictability Teacher-student interaction Teacher-student cohesion |
| ISSN号 | 1046-1310 |
| DOI | 10.1007/s12144-024-06089-z |
| 通讯作者 | Zhao, Guozhen(zhaogz@psych.ac.cn) |
| 英文摘要 | Understanding the dynamics of teacher-student relationships is crucial, and emotional exchange plays a pivotal role in this process. This study aims to investigate the predictive mechanisms underlying affective and physiological responses synchrony, specifically focusing on positive emotional convergence and its impact on emotional cohesion during teacher-student interactions. To achieve this, we implemented a novel reading-following paradigm to induce teacher-student interaction within an actual classroom setting. Galvanic skin response (GSR) signals were collected using wrist-worn wearable devices from both teachers and students during class. Following each session, teachers and students individually completed questionnaires to evaluate the quality of their interaction and the cohesion between them. Results indicate that the reading-following paradigm facilitated creative emotional convergence between teachers and students. Moreover, a positive association was observed between teacher-student interaction and teacher-student cohesion, mediated by affective responses synchrony and physiological coupling between teachers and students. Additionally, the influence of teacher-student interaction on affective responses synchrony was moderated by physiological predictability. The implications of these findings for future research and their potential application in the classroom setting are discussed. |
| 收录类别 | SCI |
| WOS关键词 | RESPIRATORY SINUS ARRHYTHMIA ; COREGULATION ; SYNCHRONY |
| 资助项目 | National Natural Science Foundation of China |
| WOS研究方向 | Psychology |
| 语种 | 英语 |
| WOS记录号 | WOS:001227152100005 |
| 出版者 | SPRINGER |
| 资助机构 | National Natural Science Foundation of China |
| 源URL | [http://ir.psych.ac.cn/handle/311026/47842]  |
| 专题 | 心理研究所_中国科学院行为科学重点实验室 |
| 通讯作者 | Zhao, Guozhen |
| 作者单位 | 1.Univ Chinese Acad Sci, Dept Psychol, Beijing, Peoples R China 2.Chinese Acad Sci, Inst Psychol, Key Lab Behav Sci, Lincui Rd 16, Beijing 100101, Peoples R China |
| 推荐引用方式 GB/T 7714 | Qi, Huizi,Zhang, Yulin,Dong, Kaixi,et al. How dyadic emotional transmission shapes teacher-student relationship: effects of emotional convergence on cohesion in teacher-student interaction[J]. CURRENT PSYCHOLOGY,2024:15. |
| APA | Qi, Huizi,Zhang, Yulin,Dong, Kaixi,&Zhao, Guozhen.(2024).How dyadic emotional transmission shapes teacher-student relationship: effects of emotional convergence on cohesion in teacher-student interaction.CURRENT PSYCHOLOGY,15. |
| MLA | Qi, Huizi,et al."How dyadic emotional transmission shapes teacher-student relationship: effects of emotional convergence on cohesion in teacher-student interaction".CURRENT PSYCHOLOGY (2024):15. |
入库方式： OAI收割
来源：心理研究所
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