{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T06:03:42Z","timestamp":1789625022879,"version":"build-2803163510"},"reference-count":51,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T00:00:00Z","timestamp":1789603200000},"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:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>This study examines the association between teacher emotional display and students\u2019 academic risk-taking behavior, focusing on the mediating role of classroom climate and the moderating role of student emotional intelligence.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Data were collected from 419 undergraduate students nested within 68 classrooms at Chinese universities using a three-wave, time-lagged design. Multilevel structural equation modeling was employed to test the hypothesized relationships.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Teacher emotional display was positively associated with academic risk-taking behavior both directly and indirectly through classroom climate. The relationship between classroom climate and academic risk-taking was stronger among students with higher emotional intelligence. Moreover, the indirect effect of teacher emotional display on academic risk-taking through classroom climate was more pronounced at higher levels of emotional intelligence, supporting a moderated mediation model.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>The findings integrate emotional, environmental, and individual factors into a multilevel framework of academic risk-taking. They highlight the importance of emotionally expressive teaching, supportive classroom climates, and students\u2019 emotional intelligence in fostering adaptive learning behaviors.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1882004","type":"journal-article","created":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T05:31:49Z","timestamp":1789623109000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["\u201cWhen emotions teach\u201d: a multilevel moderated mediation model of teacher emotion display, classroom climate, and student emotional intelligence on academic risk-taking"],"prefix":"10.3389","volume":"17","author":[{"given":"Yuyang","family":"Shen","sequence":"first","affiliation":[{"name":"University Office, Sichuan Technology and Business University","place":["Meishan, Sichuan, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hongmei","family":"Hou","sequence":"additional","affiliation":[{"name":"School of Digital Economy and Management, Sichuan Technology and Business University","place":["Meishan, Sichuan, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Haibo","family":"Zhang","sequence":"additional","affiliation":[{"name":"School of Digital Economy and Management, Sichuan Technology and Business University","place":["Meishan, Sichuan, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,17]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"100239","DOI":"10.1016\/j.jik.2022.100239","article-title":"Impact of autonomy, innovativeness, risk-taking, proactiveness, and competitive aggressiveness on students\u2019 intention to start a new venture","volume":"7","author":"Al-Mamary","year":"2022","journal-title":"J. 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