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首页> 外文期刊>Journal of cross-cultural psychology >How University Lecturers' Display of Emotion Affects Students' Emotions, Failure Attributions, and Behavioral Tendencies in Germany, Russia, and the United States
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How University Lecturers' Display of Emotion Affects Students' Emotions, Failure Attributions, and Behavioral Tendencies in Germany, Russia, and the United States

机译：大学讲师的情绪展示如何影响德国，俄罗斯和美国的学生的情感，失败归因和行为倾向

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摘要

In this study, we investigate whether the cultural-educational contexts in Russia, Germany, and the United States affect university students' emotions, failure attributions, and behavioral tendencies after receiving negative achievement feedback from a lecturer. The 383 university students from Germany, Russia, and the United States participating in the study completed an online survey in which they read text vignettes of a university lecturer giving negative feedback to a student on his performance. We used a 2 x3 x3 experimental design to determine whether the negative feedback situation (private vs. public), the lecturer's display of emotion (no emotion vs. anger vs. pity), and the cultural-educational contexts (German, Russian, U.S.) affected the participants' judgment of the student's affective and behavioral reactions to the negative feedback. Significant main effects and significant interactions were identified, for example, participants in Germany and in the United States reported stronger emotions in response to the negative feedback than the participants in Russia indicated. Also, compared with the participants in Germany and the United States, the participants in Russia attributed the student's failure more often to external, unstable, and controllable factors and expected the student to adopt more approach tendencies after receiving the failure feedback. Furthermore, a culturally universal effect of emotional transmission between lecturer and student was found, as participants believed the student, for example, to feel anger when his lecturer displayed anger. Overall, the interplay of cultural-educational and situational contexts can affect the way students respond to the emotions a university lecturer displays, and those emotions can shape students' learning behavior.
机译：在这项研究中，我们调查了俄罗斯，德国和美国在接受讲师的负面成就反馈后对大学学生的情感，失败归因和行为倾向的文化教育情绪是否影响。来自德国，俄罗斯和美国参加这项研究的383名大学生完成了在线调查，他们阅读了大学讲师的文本传染媒介，为学生提供了对他的表现的负面反馈。我们使用了2 x3 x3的实验设计来确定负反馈情况（私人与公众），讲师的情感显示（没有情绪与愤怒与怜悯）和文化教育背景（德语，俄罗斯，美国）影响参与者对学生对消极反馈的情感和行为反应的判断。例如，确定了显着的主要效果和重要的互动，例如，德国和美国的参与者报告了比俄罗斯的参与者所指出的负面反馈更强的情绪。此外，与德国和美国的参与者相比，俄罗斯的参与者将学生失败归因于外部，不稳定和可控的因素，并预计学生在收到失败反馈后采取更多的方法趋势。此外，发现讲师和学生之间的情感传播的文化普遍影响，例如，当事人认为，当他的讲师展示愤怒时感到愤怒。总体而言，文化教育和情境背景的相互作用可能影响学生对大学讲师展示的情绪的回应方式，而这些情绪可以塑造学生的学习行为。

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