Abstract
This study examined how emotional intensity of speech affects the relationship between teachers’ engaging messages, and students’ motivation to learn and academic performance. To achieve our goal, we recorded and transcribed teachers’ lessons. Results revealed that messages appealing to external stimuli had lower emotional intensity than those appealing to internal stimuli. Our results also suggest that emotional intensity moderates the relationship between engaging messages and academic performance, with the effect decreasing as emotional intensity increases. This study offers insights into the role of acoustic features in teachers’ influence on students’ motivation and academic performance and suggests avenues for further research.
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