Consciously Exhibiting an Unfelt Emotion: The Case of Teacher Enthusiasm

人们普遍认为，热情的老师能丰富学生的成就和动力。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。在提议的研究项目中，我想研究在没有经验享受的情况下有意识地表现出热情的成本对教师和学生的影响。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？学生们能区分真实和虚假的热情表现吗？学生是否同样受益于一位表达真实热情和不真实热情的老师？这些问题将与情绪和情绪调节专家詹姆斯·格罗斯教授（斯坦福大学）合作探讨。本项目由三个实验组成，其中研究问题将采用多种评估方法（如自我报告测量、生理测量和面部表情行为测量）进行实验调查。如果有可能理解有意识地表现出一种未被感受到的情绪对教师和学生的因果影响，人们可能会对教师、教师教育计划、教育心理学和情绪调节研究产生重要影响。

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.