Consciously Exhibiting an Unfelt Emotion: The Case of Teacher Enthusiasm

有一个共同的信念，热情的教师丰富学生的成就和动机。由于这种信念，教师经常被鼓励表现出热情的行为，而不管他们目前经历的情绪。在我提议的研究项目中，我想研究在缺乏经验的享受的情况下，有意识地表现出热情对教师和学生的成本。研究的核心问题是：有意识地表现出未被感受到的热情是否会产生有害影响？学生能区分真实的和不真实的热情表现吗？学生是否同样受益于由表达真实与不真实热情的教师授课？这些问题将与情绪和情绪调节专家James Gross教授（斯坦福大学）合作探讨。拟议的项目包括三个实验，其中研究问题将使用多种评估方法进行实验研究（例如，自我报告测量、生理测量和面部表达行为测量）。如果能够理解有意识地表现出一种未感受到的情绪对教师和学生的因果影响，那么人们可以为教师，教师教育计划，教育心理学和情绪调节研究提供重要的启示。

There is a common belief that enthusiastic teachers enrich students' achievement and motivation. Due to this belief teachers are often encouraged to display enthusiastic behaviors regardless of their current experienced emotions. In the proposed research project I would like to examine the cost consciously exhibiting enthusiasm in the absence of experienced enjoyment has on teachers and students. The central research questions are: Is there a detrimental effect of consciously exhibiting unfelt enthusiasm? Can students differentiate between authentic and inauthentic displays of enthusiasm? Do students equally benefit from being taught by a teacher who expresses authentic versus inauthentic enthusiasm? These questions will be explored in collaboration with Prof. Dr. James Gross (Stanford University), an expert in emotions and emotion regulation. The proposed project consists of three experiments in which the research questions will be experimentally investigated using multiple assessment methods (e.g., self-report measures, physiological measures, and facial expressive behavior measures). If it is possible to understand the causal effects consciously exhibiting an unfelt emotion has on teachers and students, one could derive important implications for teachers, teacher education programs, educational psychology, and research on emotion regulation.