Title |
How Instructors’ Emotional Expressions Shape Students’ Learning Performance: The Roles of Anger, Happiness, and Regulatory Focus
|
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Published in |
Journal of Experimental Psychology. General, June 2014
|
DOI | 10.1037/a0035226 |
Pubmed ID | |
Authors |
Evert A. van Doorn, Gerben A. van Kleef, Joop van der Pligt |
Abstract |
How do instructors' emotional expressions influence students' learning performance? Scholars and practitioners alike have emphasized the importance of positive, nurturing emotions for successful learning. However, teachers may sometimes lose their temper and express anger at their pupils. Drawing on emotions as social information (EASI) theory, we hypothesized that expressions of anger can benefit learning performance. In Experiment 1, participants who were confronted with an angry instructor exhibited more accurate recognition of word pairs after a week of learning, compared with those who were confronted with a happy instructor. In Experiment 2, we conceptually replicated this effect on a recall task, but only among participants in a promotion rather than prevention focus. Present findings thus show, for the 1st time, that instructor anger can enhance students' performance. Findings are consistent with a conceptualization of emotion as social information and call into question the generally endorsed positivity paradigm. (PsycINFO Database Record (c) 2014 APA, all rights reserved). |
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Geographical breakdown
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Japan | 2 | 33% |
United States | 1 | 17% |
Unknown | 3 | 50% |
Demographic breakdown
Type | Count | As % |
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Members of the public | 5 | 83% |
Scientists | 1 | 17% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
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United States | 1 | 1% |
China | 1 | 1% |
Canada | 1 | 1% |
Unknown | 76 | 96% |
Demographic breakdown
Readers by professional status | Count | As % |
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Student > Ph. D. Student | 20 | 25% |
Student > Bachelor | 11 | 14% |
Student > Doctoral Student | 8 | 10% |
Student > Master | 8 | 10% |
Researcher | 6 | 8% |
Other | 16 | 20% |
Unknown | 10 | 13% |
Readers by discipline | Count | As % |
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Psychology | 32 | 41% |
Business, Management and Accounting | 10 | 13% |
Social Sciences | 8 | 10% |
Medicine and Dentistry | 4 | 5% |
Agricultural and Biological Sciences | 2 | 3% |
Other | 8 | 10% |
Unknown | 15 | 19% |