ArticleFrontiers in psychology2025
The role of teachers' emotional facial expressions on student perceptions and engagement for primary school students-an experimental investigation.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: This study aimed to investigate the impact of teachers' facial emotional displays (joy, neutrality, anger, and fear) on students' perceptions, compliance, and motivation. Methods: Using an experimental design, data were collected from 121 students, aged 912, (M = 10.3, SD = 0.78), from schools in Suceava, Romania. Participants were exposed to vignettes featuring teachers displaying different emotional expressions, and they completed questionnaires to assess their responses. Results: The intergroup comparisons revealed that joy had the most significant positive impact on students' willingness to participate, respect for the teacher, and overall enjoyment, while fear and anger led to negative outcomes. Discussion: The findings encourage the positive emotional expressions in fostering better student-teacher relationships and improving classroom engagement.
Indexed as
Identifiers
What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.