Adolescents' socio-motivational relationships with teachers, amygdala response to teacher's negative facial expressions and test anxiety.

Autor/inn/en	Raufelder, Diana; Hoferichter, Frances; Romund, Lydia; Golde, Sabrina; Lorenz, Robert C.; Beck, Anne
Titel	Adolescents' socio-motivational relationships with teachers, amygdala response to teacher's negative facial expressions and test anxiety.
Quelle	In: Journal of research on adolescence, 26 (2016) 4, S. 706-722 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1050-8392; 1532-7795
DOI	10.1111/jora.12220
Schlagwörter	Ausdruck; Emotion; Emotionale Intelligenz; Emotionales Verhalten; Emotionalität; Neurotizismus; Adoleszenz; Lehrer-Schüler-Interaktion; Schulische Motivation; Prüfungsangst; Leistungsmotivation; Lernmotivation; Motivation; Regionalanalyse; Gesicht; Jugendlicher
Abstract	The amygdala is essential for processing emotions, including the processing of aversive faces. The aim of this multimethodological study was to relate the amygdala reactivity of students (N=88) toward teachers' fearful and angry faces, to students' relationship with their teachers. Furthermore, students' neural responses during the perception of teachers' faces were tested as predictors of test anxiety (controlling for neuroticism as a potential trait anxiety effect). Multiple regression analysis revealed that students reporting high-quality teacher-student relationships showed stronger amygdala activity toward fearful faces, which was related to worry. Furthermore, students with high levels of neuroticism tended to perceive their teachers as motivators and showed higher amygdala activity toward angry faces, which was related to the measures of emotionality. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2