Teachers' emotions and emotion regulation strategies: Self- and students' perceptions

被引：99

作者：

Jiang, Jingwen ^{[1
]}

Vauras, Marja ^{[1
]}

Volet, Simone ^{[2
]}

Wang, Yili ^{[1
]}

机构：

[1] Univ Turku, Dept Teacher Educ, Turku 20014, Finland

[2] Murdoch Univ, Sch Educ, Murdoch, WA 6150, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 54卷

关键词：

Teacher emotions; Student perceptions; Emotion regulation; Suppression; Reappraisal; SECONDARY-SCHOOL TEACHERS; DISTRESS; EMPATHY; INTELLIGENCE; EXPRESSION; EXPERIENCE; CLASSROOM; EFFICACY; BURNOUT; STRESS;

D O I：

10.1016/j.tate.2015.11.008

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Based on Gross's process model of emotion regulation, this study related 53 lower-secondary school students' perceptions of their teachers' emotions to four of their teachers' emotion regulation while teaching. A mixed method approach, combining students' surveys and teachers' interviews, revealed associations between teachers' positive or negative emotions as perceived by their students, and teachers' reflections on their emotion regulation. Antecedent-focused emotion regulation appeared more desirable than response-focused emotion regulation, and in particular, reappraisal more effective than suppression in increasing positive-emotion expression and reducing negative-emotion expression. Implications for teaching, teacher education and future research on teacher emotion regulation are proposed. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：22 / 31

页数：10

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