Frontiers in psychology · 2026
"When emotions teach": a multilevel moderated mediation model of teacher emotion display, classroom climate, and student emotional intelligence on academic risk-taking.
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Shen Yuyang, Hou Hongmei, Zhang Haibo
Аннотация
INTRODUCTION: This study examines the association between teacher emotional display and students' academic risk-taking behavior, focusing on the mediating role of classroom climate and the moderating role of student emotional intelligence.
METHODS: Data were collected from 419 undergraduate students nested within 68 classrooms at Chinese universities using a three-wave, time-lagged design. Multilevel structural equation modeling was employed to test the hypothesized relationships.
RESULTS: Teacher emotional display was positively associated with academic risk-taking behavior both directly and indirectly through classroom climate. The relationship between classroom climate and academic risk-taking was stronger among students with higher emotional intelligence. Moreover, the indirect effect of teacher emotional display on academic risk-taking through classroom climate was more pronounced at higher levels of emotional intelligence, supporting a moderated mediation model.
DISCUSSION: The findings integrate emotional, environmental, and individual factors into a multilevel framework of academic risk-taking. They highlight the importance of emotionally expressive teaching, supportive classroom climates, and students' emotional intelligence in fostering adaptive learning behaviors.
METHODS: Data were collected from 419 undergraduate students nested within 68 classrooms at Chinese universities using a three-wave, time-lagged design. Multilevel structural equation modeling was employed to test the hypothesized relationships.
RESULTS: Teacher emotional display was positively associated with academic risk-taking behavior both directly and indirectly through classroom climate. The relationship between classroom climate and academic risk-taking was stronger among students with higher emotional intelligence. Moreover, the indirect effect of teacher emotional display on academic risk-taking through classroom climate was more pronounced at higher levels of emotional intelligence, supporting a moderated mediation model.
DISCUSSION: The findings integrate emotional, environmental, and individual factors into a multilevel framework of academic risk-taking. They highlight the importance of emotionally expressive teaching, supportive classroom climates, and students' emotional intelligence in fostering adaptive learning behaviors.