Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Stereotype Content Model

Stereotype Content Model

The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence categorization, a person will feel...

Causes of Social Behavior I: Actions and Characteristics of Individuals

Causes of Social Behavior I: Actions and Characteristics of Individuals

The actions and characteristics of others heavily influence the causes of social behaviors. Emotional expressions serve as powerful social signals, shaping behaviors and interactions in significant ways. Whether through direct observation or subconscious processing, individuals constantly adjust their responses based on the emotions and attributes of those around them.Emotional Cues and Social ResponsesFacial expressions, tone of voice, and body language provide crucial emotional cues that...

The Influence of Affect on Cognition

The Influence of Affect on Cognition

Positive affect significantly influences cognitive processes, including evaluation, memory, creativity, and social judgments. Compared to negative affect, positive emotional states promote more favorable interpretations of stimuli, cognitive flexibility, and heuristic processing. These effects highlight emotions' powerful role in shaping how individuals perceive, remember, and interact with the world.Influence on Evaluation and AttributionWhen individuals experience positive affect, they are...

The Influence of Cognition on Affect

The Influence of Cognition on Affect

Cognition plays a pivotal role in shaping emotional experiences, as demonstrated by Schachter and Singer’s two-factor theory of emotion. According to this model, emotion arises from a combination of physiological arousal and cognitive interpretation. The body’s physiological response to stimuli is ambiguous and only gains emotional significance through cognitive labeling. For instance, an increased heart rate and adrenaline surge while standing near an attractive person may be interpreted as...

Theory of Attribution II: Kelley's Covariation Theory

Theory of Attribution II: Kelley's Covariation Theory

Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus: Comparing...

Role of Affect in Interpersonal Attraction

Role of Affect in Interpersonal Attraction

Affect plays a crucial role in shaping interpersonal evaluations and perceptions. Emotions influence how individuals judge and respond to others, often determining whether interactions are viewed positively or negatively. This effect can manifest directly through interactions with the person in question or indirectly via associations with unrelated emotional experiences.Direct Effects of Affect on AttractionAffect directly influences interpersonal attraction when a person’s behavior elicits...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Two-photon lithography for microlenses: principles and applications.

Nanoscale·2026

Same author

Iron dyshomeostasis and enhanced myelination in the prefrontal cortex and ventral basal ganglia of a DJ-1 knockout model of early-onset Parkinson's disease.

Neurobiology of disease·2026

Same author

Atomically dispersed Ce species adjacent to Ni nanoparticles as hydrogen scavengers for efficient catalytic ammonia decomposition.

Nature communications·2026

Same author

Real-Time Monitoring of Anaesthetic-Induced Change of Consciousness States Associated with Brain Biophoton Information Integration.

Neuroscience bulletin·2026

Same author

Subtype-specific associations between ambient air pollution and influenza virus infection: A nationwide case-crossover study in China.

Journal of hazardous materials·2026

Same author

Direction-led temporal control and expertise-based load redistribution in 45° cutting: an SPM-based analysis of ankle mechanics.

Frontiers in bioengineering and biotechnology·2026

Search research articles

Related Experiment Video

Updated: Jun 23, 2026

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

Affective Teacher-Student Relationships and Students' Externalizing Behavior Problems: A Meta-Analysis.

Hao Lei¹, Yunhuo Cui¹, Ming Ming Chiu²

¹Institute of Curriculum and Instruction, East China Normal University Shanghai, China.

Frontiers in Psychology

|September 15, 2016

Summary

Positive teacher-student relationships (TSRs) significantly reduce externalizing behavior problems (EBPs) in students. These effects vary based on student culture, age, gender, and how behavior problems are reported.

Keywords:

affective teacher—student relationships externalizing behavior problems meta-analysis students

More Related Videos

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Published on: September 19, 2019

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Related Experiment Videos

Last Updated: Jun 23, 2026

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Published on: September 19, 2019

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Area of Science:

Educational Psychology
Developmental Psychology
Child Psychiatry

Background:

Affective teacher-student relationships (TSRs) are crucial for student well-being.
Externalizing behavior problems (EBPs) in students pose significant challenges in educational settings.

Purpose of the Study:

To meta-analyze the association between affective TSRs and students' EBPs.
To investigate moderators influencing the TSR-EBP relationship.

Main Methods:

A meta-analysis synthesizing data from 57 primary studies.
Inclusion of 73,933 students across diverse demographics and settings.

Main Results:

A strong negative correlation was found between positive TSRs and students' EBPs.
Moderating effects were observed for student culture, age, gender, and EBP report type.
The strength of the TSR-EBP association varied across different demographic and reporting contexts.

Conclusions:

Positive affective TSRs are a protective factor against EBPs.
Interventions should consider cultural, developmental, and gender-specific factors.
Understanding reporting differences is key to accurately assessing TSR-EBP links.