How teachers’ dominant interpersonal behavior shapes student emotions in mathematics classrooms: a multimodal voice analysis and critical incident study

Artigo2026

Wei Lin; Xintong Lai; Hongbiao Yin; Sihan Wang

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Resumo

IntroductionTeacher’s interpersonal behavior plays an active role in guiding students to mathematical learning. This exploratory study aim to investigate the complex relationship between teachers’ dominant interpersonal behavior and students’ achievement emotions in Chinese secondary mathematics classrooms.MethodsMoving beyond traditional self-reports, this study introduces a novel methodological framework that integrates the Critical Incident Technique (CIT) with multi-modal voice analysis.ResultsThrough in-depth interviews and acoustic analysis of classroom interactions involving 16 secondary students from four distinct school types in China, the findings reveal that students hold ambivalent emotional responses toward teachers’ dominant interpersonal behavior.DiscussionWhen the instructional structure inherent in teachers’ dominant behavior was conveyed through a supportive vocal tone, characterized by moderate pitch, melodic variation, and fluent pacing, students perceived it as valuable pedagogical guidance, which they associated with enjoyment and pride. In contrast, when the interpersonal dominance was expressed through an authoritarian vocal tone, marked by high, sharp pitch, rushed speech, and vocal tension, students perceived it as restrictive social control, which was associated with self-reports of shame and hopelessness.ConclusionGrounded in control-value theory, these findings suggest that students’ emotional reactions are not monolithic but are shaped by the acoustic delivery of dominance and their subsequent appraisals of control and value. This study extends control-value theory by identifying interpersonal style as a critical antecedent and validates the utility of multi-modal voice analysis as a powerful tool for capturing the nuanced socio-emotional fabric of classroom interactions, highlighting important implications for teachers’ use of dominant interpersonal strategies in mathematics teaching.

Dados da obra

Tipo: Artigo
Periódico: Frontiers in Psychology, v. 17
Editora: Frontiers Media S.A.
Ano: 2026 (2026-05)
Idioma: en
Palavras-chave: China; critical incident technique; mathematics achievement emotions; mathematics teaching; multimodal voice analysis; teacher interpersonal behavior
DOI: 10.3389/fpsyg.2026.1829569
ISSN: 1664-1078
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
LIN, Wei et al.. How teachers’ dominant interpersonal behavior shapes student emotions in mathematics classrooms: a multimodal voice analysis and critical incident study. Frontiers in Psychology, v. 17, 2026. DOI: https://doi.org/10.3389/fpsyg.2026.1829569.

APA

Lin, W., Lai, X., Yin, H., & Wang, S. (2026). How teachers’ dominant interpersonal behavior shapes student emotions in mathematics classrooms: a multimodal voice analysis and critical incident study. Frontiers in Psychology, 17. https://doi.org/10.3389/fpsyg.2026.1829569

BibTeX

@article{lin2026,
  author = {Lin, Wei and Lai, Xintong and Yin, Hongbiao and Wang, Sihan},
  title = {How teachers’ dominant interpersonal behavior shapes student emotions in mathematics classrooms: a multimodal voice analysis and critical incident study},
  year = {2026},
  journal = {Frontiers in Psychology},
  volume = {17},
  publisher = {Frontiers Media S.A.},
  doi = {10.3389/fpsyg.2026.1829569},
  language = {en}
}

RIS

TY  - JOUR
AU  - Lin, Wei
AU  - Lai, Xintong
AU  - Yin, Hongbiao
AU  - Wang, Sihan
TI  - How teachers’ dominant interpersonal behavior shapes student emotions in mathematics classrooms: a multimodal voice analysis and critical incident study
PY  - 2026
JO  - Frontiers in Psychology
VL  - 17
DO  - 10.3389/fpsyg.2026.1829569
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS