Instructors' and students' facial expressions of joy cross-recurred substantially above chance during a critical time window of about -2 to +3 seconds relative to instructors' expressions¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Cross-recurrence of facially expressed joy between instructors and students was above chance within the critical lag window of -54 to +85 lags, with p-values consistently below 0.003. → Frenzel 2024

Evidence¶

Frenzel 2024¶

Frenzel, A. C., Dindar, M., Pekrun, R., Reck, C., & Marx, A. K. G. (2024). Joy is reciprocally transmitted between teachers and students: Evidence on facial mimicry in the classroom. Learning and Instruction, 91, 101896. https://doi.org/10.1016/j.learninstruc.2024.101896

q3 · i? · associational · r2

Observational study of 13 university instructors and 69 students videotaped during 45 minutes of real-life instruction, with automated facial emotion coding (Emotient FACET) and cross-recurrence quantification analysis against surrogate data. The article reports "cross-recurred substantially above chance level (p < 0.003)" within the critical lag window.

"Our first key substantial finding was that students' facial expressions of joy cross-recurred substantially above chance level (p < 0.003) during a time window of about -2s and +3s seconds relative to the instructors' expressions."

Discussion¶

Related Claims¶

• Instructor-led facial joy mimicry predominated: 58% of dyads were instructor-led and the critical lag window's midpoint was around +500 msec after the instructor's expression — related
• Facially expressed joy during class correlated positively with post-session self-reported session joy for both students and instructors, though the instructor correlation did not reach significance — related
• Automated facial joy coding showed high sensitivity and specificity against human coding for both instructor and student videos — related
• Instructors' post-session self-reported joy correlated positively with class-average instructor–student joy mimicry, but students' self-reported joy did not — related
• Instructor–student joy mimicry was predominantly dyad-specific: only 16.4% of variance in the mimicry index was attributable to instructors — related