Abstract
<p>fective processes are fundamental to teacher-student interactions, whereemotions, bodily states, and social coordination dynamically shape learning.Although previous research has demonstrated that the emotional quality ofteacher-student relationships influences engagement, social cohesion, andcollaborative learning, most studies rely on self-reports or unilateral perceptions ofaffect, overlooking the real-time embodied dynamics of classroom interactions. Thisstudy addresses this gap by examining physiological coupling between teachers andstudents through a multimodal approach, integrating theories of embodied socialcognition and interaffectivity. Specifically, the relationship between electrodermalactivity (EDA) and affective interactions was used as an indicator of interbodilyresonance in a natural classroom context. Multimodal data combining observationalrecords and physiological measures were analyzed to investigate how interactionalbehaviors relate to electrodermal activity and affective coordination. The resultsshowed that although not all classroom interaction patterns elicited significantphysiological responses, some were associated with significant changes inelectrodermal activity, with different effects for teachers and students. More activeand interactive classroom states were linked to greater affective engagement, whileteacher behaviors promoting student participation and eye contact were associatedwith subsequent discussion and motivational responses. These findings support aninteraffective account of learning in which teachers and students continuouslyregulate one another's bodily and emotional states through social interaction. Thestudy contributes to embodied learning research by providing empirical evidence ofphysiological coupling in naturalistic educational settings and demonstrates the valueof multimodal approaches for understanding affective classroom dynamics.</p>