Abstract

In settings where dialogue may be limited, the use of nonverbal cues is important to convey emotions. This is especially the case in the classroom. Research suggests that nonverbal expressions of emotion between educators and students impact the classroom environment and correlate with positive learning outcomes. This study aims to examine how nonverbal expressions of emotion affect the self-esteem of those in the classroom setting through use of adjustable social battery lapel pins. These pins display a range of emotion options and users are instructed to select the option that most closely represents their emotional state. Though previous research links emotional intelligence to classroom proficiency, few studies have explored the impact of using tools to express nonverbal emotions. We hypothesize that using the adjustable lapel pin would improve students’ self-esteem and confidence, as well as increase emotional recognition interpersonally and among peers. The study also explores if emotional awareness and classroom confidence can be affected by use of the pins. Following a mixed-methods approach, we utilize an explanatory sequential design. For the quantitative strand of the study, pre- and post-tests were conducted to measure emotional intelligence (Schutte Self Report Emotional Intelligence Test), self-esteem (Rosenberg Self-Esteem Scale), and classroom confidence. For the qualitative strand, participants engaged in focus groups and one-on-one interviews to share their experiences with the lapel pins. The results from this research suggest that instructional modality matters, with students in conversation-based classrooms feeling more of an impact on self-esteem and emotional recognition, compared to those in more traditional lectured-based class classrooms. Student-professor relationships were also shown to be positively influenced by the pins. Overall, these findings suggest that the use of physical tools to represent emotional states, benefit both students and educators.

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