How dyadic emotional transmission shapes teacher-student relationship: effects of emotional convergence on cohesion in teacher-student interaction
Author:
Funder
National Natural Science Foundation of China
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s12144-024-06089-z.pdf
Reference44 articles.
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2. Baik, S. Y., Kim, C., Kim, S., Yook, D. W., Kim, H. S., Chang, H., & Lee, S. H. (2019). The moderating effect of heart rate variability on the relationship between alpha asymmetry and depressive symptoms. Heliyon, 5(3), e01290.
3. Barsade, S. G. (2002). The ripple effect: Emotional contagion and its influence on group behavior. Administrative Science Quarterly, 47(4), 644–675.
4. Bevilacqua, D., Davidesco, I., Wan, L., Chaloner, K., Rowland, J., Ding, M., Poeppel, D., & Dikker, S. (2019). Brain-to-brain synchrony and learning outcomes vary by student–teacher dynamics: Evidence from a real-world classroom electroencephalography study. Journal of Cognitive Neuroscience, 31(3), 401–411.
5. Blankenship, T. L., Broomell, A. P., & Bell, M. A. (2018). Semantic future thinking and executive functions at age 4: The moderating role of frontal brain electrical activity. Developmental Psychobiology, 60(5), 608–614.
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