An Experimental Study On The Influence Of Teacher’s Body Language To The Sentiment And School Work Recourse Of Primary School Students

According to psychological studies, students’ mental functioning in class is influencedby their emotion, which is affected by teachers’ body language. The study aims to explore theinfluence of teacher’s body language to students’ emotion and self-evaluation about theirschool work by means of experimentation.The study consists of two experiments. Experiment I adopts the classical experimentalparadigm of affective priming. It estimates the color of target stimulus after the subjectreceiving it, and records his or her judgment accuracy and reaction time. Experiment II is totest whether teachers’ body language has an impact on students’ emotion and theirself-evaluation on their school work. The subjects are90students of grade two, grade four,and grade six from a primary school in some county, chosen by stratified random samplingwith each grade contributing30students. The independent variable is teacher’s body languageand the dependent variable is students’ emotion and their self-evaluation on school work. Theconclusion is as follows:1) With the stimulation of different pictures of teacher’s body language, there aresignificant differences in the average times for the subjects’ reaction towards color pieces,which means teacher’s body language has significant priming effect on the emotion ofstudents.2) With the stimulation of different pictures of the teacher’s body language, there aresignificant differences in the average time for reaction between male and female subjects,which means teacher’s body language has significant priming effect on both male and femalestudents.3) There is no significant difference towards the color pieces between exceptionalstudents and poor students after they see different pictures of teacher’s body language; whilethere are significant differences towards the color pieces for the medium students afterdifferent pictures of teacher’s body language are presented to them. That means teacher’sbody language has no significant priming effect on the emotion of exceptional students andpoor students, but it has significant priming effect on the mood of medium students. 4) Different teacher’s body languages has impact on students’ self-evaluation about theirschool work recourse. With the stimulation of positive teacher’s body language pictures, thesubjects have higher scores on their school work recourse than that of negative pictures, andthere are significant differences between the two. It shows that teacher’s body language, as thepriming stimulation, has an impact on students’ self-evaluation about their school workrecourse.5) Different teacher’s body languages have impacts on different genders’ self-evaluationabout their school work recourse. With the stimulation of different teacher’s body languages,there are significant differences of school work recourse for male subjects, and extremelysignificant differences for female ones.6) Different teacher’s body languages have impact on the self-evaluation of school workrecourse of different learning levels’ students. With the stimulation of different teacher’s bodylanguages, there are significant differences of school work recourse for exceptional students,and extremely significant differences for medium students. But there is no significantdifference of school work recourse for poor students.