The Research On Influences About Emotion And Academic Emotion Of Middle School Students By Teacher’s Body Language

Since2002Pekrun proposed the conception of Academic emotions, the students’academic emotions are widely noted by the Educational Psychology. In the existingresearches on teachers’ body language, mostly in the field is about education, much of themare about the teachers’ classroom teaching art, and no scholar combined the effects which areabout the teachers’ gestures in daily teaching with the middle school students’ emotions andthe academic emotions, and use the quantitative experimental to study what differentinfluences they have on the middle school students. In the study of scholars Luo Xiaoqing’sresearch which is about academic emotions, she pointed out: academic emotions words doesexist, and in contrast, there is no significant difference between the students’ reflection onacademic emotion words and general emotion words. On the basis of previous studies, thisstudy mainly tries to explore teachers’ body language has what influences on middle schoolstudents.This research adopts three experiments. Experiment1and experiment2mainly adopt theparadigm of classic mood start, we can get the accuracy and reaction times during theparticipants determine whether the start stimulation’s titer and target stimulation’s titer isconsistent. Experiment3studies if teachers’ body language can affect students’ academicemotions and their feedback. The subjects of this study apply the method of stratified randomsampling. Participants are all from a town in the middle school Grade2, in10classes, a totalof184. Research results are as follows:1. Under the teachers’ body language in different valence of images, whether the targetword is academic emotion word or basic emotional word, there are significant differences inthe participants’ reaction time when the titer is consistent and inconsistent.2. To outstanding group students, regardless of the target stimulus is mood word oracademic mood word, there is no significant differences in the reaction time which is aboutconsistent titer and inconsistent titer. But there are significant differences in reaction timeduring poor academic group of participants which is about consistent titer and inconsistenttiter. It shows that body language has no priming effect to outstanding group participants, while it has priming effect to poor academic group of participants.3. To girls, no matter the mood word or academic mood word, there are significantdifferences in the reaction time about its figure-word titer consistent and inconsistent wordtiter. To boys when the target word is normal emotion word, there are significant differencesin their reaction time. But there is no significant difference when the target word is academicemotion word. It shows that teachers’ body language on the girl’s emotions and academicemotion has significant priming effect, and to boys, there is priming effect on their emotions,but no priming effect on their academic emotion.4. Different titer of teachers’ body language can influence students on their academicemotion perception and the result of their self-evaluation of academic emotions. Teachers’body language has significant impact on the poor academic group of participants, not on theoutstanding group participants. It impact girl participants, and has no significant influence onboy participants.