在師生互動中，老師的外顯情緒，尤其是臉部表情，會透過情緒感染與認知推論兩種途徑，引發學生的互動感受與行為反應。而權力的展現是一種無形的力量，當師生雙方具有上下權力差距且處在任務相關的情境時，過去研究多聚焦在老師如何對待學生，而忽略了情緒表達造成的影響為何？以及老師的行為與情緒表達如何產生互涉效果？此外，由於過去研究並未指出不同性別的老師在展現相似的行為所引發的反應是否相同，且過去相關研究甚少探討老師性別，在上對下對待行為與情緒表達影響力中的干擾作用。因此，本研究之目的為：(1) 探討老師對學生之家長式對待(關懷支持、嚴格要求及專權獨裁)與情緒表達(正向、負向及中性情緒)對學生效能的互涉效果；(2) 探討老師的性別在家長式對待(關懷支持、嚴格要求及專權獨裁)與情緒表達的調節作用。本研究以腳本(包含老師情緒圖片與說話旁白)為材料，並以學生作為研究參與者，研究結果發現，(1)在糾正學生或交代報告時，老師的中性表情反而引發學生較平靜的情緒感受；(2)老師對待學生方式的學生效能，依序關懷支持、其次是嚴格要求，而專權獨裁的效果最差；(3)老師的情緒表達與對待方式具有顯著交互作用，其中，正向情緒搭配專制獨裁對待引發學生較低的平靜感受與互動關係；(4)老師性別具有調節作用，相對於男老師，女老師在仁慈行為搭配中性情緒引發學生較高生氣感受、較低努力動機；而女老師展現專權行為搭配正向情緒則引發學生較高負向情緒感受，學生對老師反應也顯著低於男老師。最後，針對研究結果進行討論，並對研究貢獻、研究限制及未來研究方向加以闡述。

At teacher-student interaction, the emotion of teacher especially the facial expressions can through affective reactions and inferential processes to trigger student’s feelings and behaviors. For Chinese culture, which have large power distance, most researchers focused only on how teachers treated their students via using paternalistic treatments in the past but neglected the affect of teachers’ emotional expressions and the interaction effect between teacher’s behaviors and emotion expressions. However, none of previous studies highlighted that whether effectiveness consistent between a female and male teacher when female carries out same effects as male does. Therefore, this research focuses on the influence of teacher’s emotion expressions and paternalistic treatments to students’ effectiveness. In addition, another purpose of this study was to explore the moderate effect of the gender between emotional expressions and paternalistic treatments.
We used scenarios designed as research material, then using college students as participants to process quasi-experiments. The results showed that (1) The teacher’s neutral facial expression initiated more positive feelings of student instead of other emotions while teacher retrieved the error or assigned a task. (2) Effectiveness on the treatments of teaching used by the teacher upon student in class, followed by benevolent behavior, authoritative behavior and the worst is authoritarian behavior. (3) The teacher’s emotional expressions and behaviors has a significant interaction, which, positive facial expression with authoritarian behavior triggered student to lower the feeling of calm and the interaction between teacher and student. (4) The gender of teacher has a moderating effect upon the relation between paternalistic treatments and emotional expressions. Relative to the male teacher, benevolent behavior with a neutral facial expression triggered a higher the feeling of angry upon female teacher, also the lower of motivation than male teacher while female teacher presented the authoritarian behavior with positive facial expression. Finally, the contributions, practical applications, limitations, and future directions of this research were discussed.

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