Student Emotional Responses to Different Communication Situations

Abstract

Communication and emotion are closely linked. Emotions experienced while communicating with others can affect one's message both verbally and nonverbally. This study asked participants to identify the emotions they experienced when communicating with groups of different sizes. These emotions were drawn from, and displayed upon, the Circumplex Model of Affect, a figure developed by Posner, Russell, and Peterson (2005). This model divides 16 emotions into quadrants that lie along two axes: pleasantness and emotional arousal. Results show that as audience size increases, speakers' emotions become more unpleasant, more highly aroused, and more variable overall. Prior research indicates that these negative emotions can have detrimental effects not just on the speaker's message, but also on how the audience receives that message. Helping communicators understand the link between their emotions and their communication is a valuable step in improving communication ability and developing valuable emotional intelligence skills.

Exploring Communication Practices in Italian Physiotherapy: Knowledge and Use of Effective Communication Strategies—A National Descriptive Study

“…Non-verbal feedback, through facial expressions, body language, and other cues, enhances the emotional connection between physiotherapists and patients, conveying empathy and fostering a sense of understanding and support [ 33 , 34 ]. By combining both types of feedback, physiotherapists can establish a strong rapport and optimize the therapeutic relationship with their patients [ 35 ].…”

Human Intelligence versus AI: Implications for Emotional Aspects of Human Communication

“…For example, someone speaking with a high tone and a smile on the face indicates he/she is interested in the subject than someone speaking with a flat tone and a straight face. Our ability to interpret others' emotions helps to contextualise message, and decreases the chance of misunderstandings (Hendrix & Morrison, 2020). This ability is regarded as emotional intelligence.…”

The emotional experiences of teachers teaching learners with disabilities during the COVID-19 pandemic.

“…Hence, they encountered negative emotions. According to Hendrix and Morrison (2020), teaching and working with learners with disabilities during such upheaval caused teachers to feel fear, confusion, frustration, uncertainty and stress.…”