{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T06:57:42Z","timestamp":1789541862605,"version":"build-2803163510"},"reference-count":58,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2025,1,28]],"date-time":"2025-01-28T00:00:00Z","timestamp":1738022400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>This study aims to explore the emotional contagion dynamics between adult English learners and their teacher, focusing on the interplay of positive and negative emotional expressions across different proficiency levels and the pivotal role of learners as emotional initiators in shaping teacher\u2013student interactions. Using a self-narrative study method, qualitative data were collected through interviews, informal exchanges, and reflective teaching logs involving 10 adult English learners at a private language training institution in Yangshuo County, China. As both the teacher and researcher, I captured and analyzed emotional exchanges, identifying three negative emotions: students\u2019 anxiety, which triggered self-doubt in the teacher; students\u2019 confusion, which led to the teacher\u2019s disappointment; and students\u2019 discontent, which evoked anger in the teacher. In contrast, two positive emotions were observed among intermediate and advanced learners: students\u2019 calm fostering the teacher\u2019s tranquility, and students\u2019 happiness bringing the teacher relief. The findings challenge traditional assumptions by identifying adult learners as primary initiators of emotional contagion, with teachers often responding to these emotional cues. This study highlights how cultural norms, such as face-saving in China, and institutional pressures reshape teacher\u2013student emotional dynamics. It provides practical implications for emotional regulation, culturally sensitive pedagogy, and the integration of communicative and traditional teaching methods, offering a foundation for future research on emotions in adult language learning contexts.<\/jats:p>","DOI":"10.3389\/fpsyg.2025.1549660","type":"journal-article","created":{"date-parts":[[2025,1,28]],"date-time":"2025-01-28T06:41:44Z","timestamp":1738046504000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":5,"title":["Emotional contagion in adult English education: a self-narrative study of teacher\u2013student interactions in Yangshuo County"],"prefix":"10.3389","volume":"16","author":[{"given":"Hongji","family":"Jiang","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2025,1,28]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"322","DOI":"10.1002\/tea.21520","article-title":"Early career science teacher experiences of social bonds and emotion management","volume":"56","author":"Bellocchi","year":"2019","journal-title":"J. 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