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Related Experiment Videos

Making faces: posed facial expression, self-competence, and personality

B A Browne1

  • 1College of Business, Oregon State University, Corvallis 97331-2603.

The Journal of Genetic Psychology
|March 1, 1994
PubMed
Summary

Children skilled at posing facial expressions received higher teacher ratings for academic competence. However, posing ability did not significantly impact children's own self-competence perceptions or their emotional expression skills.

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Area of Science:

  • Developmental Psychology
  • Social Psychology
  • Emotional Expression

Background:

  • Understanding the link between emotional expression and perceived competence in children is crucial for educational and psychological development.
  • Previous research has explored self-competence and emotional expression separately, but their interplay, particularly concerning teacher perceptions, requires further investigation.

Purpose of the Study:

  • To investigate the relationship between children's ability to pose facial expressions and their perceived self-competence.
  • To examine how teachers perceive children's academic competence in relation to their facial expression abilities.
  • To explore potential gender differences in self-competence and expression accuracy.

Main Methods:

  • Third- and fifth-grade children completed self-report measures for self-competence, personality (Eysenck Personality Questionnaire), and self-monitoring (Junior Self-Monitoring Scale for Children).

Related Experiment Videos

  • Children's ability to accurately pose prototypical facial expressions was assessed using a videotaped acting task.
  • Teacher ratings of children's academic competence were collected.

    • Main Results:

    • Children demonstrating higher accuracy in posing prototypical facial expressions received better teacher ratings for academic competence.
    • Children's posing accuracy showed minimal correlation with their own self-perceived competence.
    • Gender differences were noted in self-competence, but not in the ability to accurately pose expressions.
    • Extraversion and self-monitoring traits were not associated with the ability to pose emotional expressions.

    Conclusions:

    • Teacher perceptions of academic competence are influenced by children's ability to accurately display emotions, suggesting a role for expressive skills in school evaluations.
    • Children's self-perceptions of competence are less directly tied to their expressive abilities than external evaluations.
    • Future research should explore the nuances of emotional expression, self-perception, and teacher-student interactions in academic contexts.