Instructor–student joy mimicry was predominantly dyad-specific: only 16.4% of variance in the mimicry index was attributable to instructors¶

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? The intraclass-correlation of the mimicry index was 0.164, indicating the larger proportion of variance (83.6%) was within instructors. → 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

Analysis of the distribution of the dyadic mimicry index across 69 instructor–student dyads nested within 13 instructors. The article reports the ICC as 0.164 and describes the index as "predominantly idiosyncratic and dyad-specific".

"The resulting ICC was 0.164, indicating that while some variance (16.4%) was attributable to the instructors, the larger proportion of the variance (83.6%) was within instructors, implying that the cross-recurrence of joy between instructors and their students was a predominantly idiosyncratic and dyad-specific index."

Discussion¶

Related Claims¶

• 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 — 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-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
• Classroom membership accounts for 11% of variance in students' perceived competence, justifying multilevel analysis — related
• Most variance in teachers' self-efficacy toward individual students occurs within teachers rather than between teachers — related