The impact of power posing on presentation performance and self-efficacy in higher education: An embodied cognition approach

• Autores: Wenzhe Deng, Dandan Liu, Guangrui Fan
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 63, Nº 2, 2026, págs. 384-401
• Idioma: inglés
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• Resumen

  • This study examined the effects of power posing on presentation performance, academic self-efficacy, perceived stress, and confidence among 54 undergraduate students using a randomised controlled design. Participants either practiced power poses or reviewed notes before delivering a 5-minute presentation. Results showed that power posing significantly improved presentation performance (p = .047, d = 0.554). Within-group analyses revealed significant improvements in self-efficacy (p < .001, d = 0.739) and stress reduction (p = .003, d = –0.627) for the power posing group. Self-reported confidence partially mediated the relationship between power posing and presentation performance. A potential moderating effect of gender approached significance (p = .051). These findings contribute to embodied cognition literature in educational contexts and suggest that brief power posing interventions may enhance students’ presentation skills and confidence. Future research should explore long-term effects, individual differences, and applications in diverse academic settings to further understand power posing’s potential.