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Sutton, Rosemary E.; Wheatley, Karl F.

doi:10.1023/a:1026131715856

Cited by 958 publications

(397 citation statements)

References 100 publications

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“…Research suggests that it is often the best teachers, who are leaving the profession in the early years of their careers (Le Maistre and Paré 2010), perhaps because these teachers find it the most difficult to develop resilience and to make sense of experiences that might be construed as threats to their identities. In addition, it could be that all beginning teachers are less competent and are likely therefore to experience more negative emotions as regards their own expertise (Sutton and Wheatley 2003). Blogging might have a role to play, therefore, for both pre-service and early years teachers, as here the focus on emotional 'hot spots' seemed to induce teachers to make meaning from them by bringing to mind evidence that might support an alternative framing.…”

Section: Resultsmentioning

confidence: 99%

“…In this sense Wordsworth, while coming to the issue from a completely different paradigm, is referring to a form of metacognition, where emotion recollected can give rise to cognitions about the emotion. This is relevant for this chapter on teachers' metacognition in two ways: first, the link between emotion and thought (and the ways in which these connect to the conscious self) is increasingly understood (Damasio 2006); and second, it is recognised that becoming a teacher entails emotional engagement (see Johnson and Worden 2014;Nias 1996;Sutton and Wheatley 2003;Zembylas 2003).…”

Section: Introductionmentioning

confidence: 99%

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Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…unhappiness, anger, and frustration) during school-life events. In other words, burnout symptoms may significantly affect teachers' ability to recognize their own emotions and hence to appropriately appraise stressful emotional events [3].…”

Section: Teachers' Appraisals Of Relational Events and Burnout Riskmentioning

confidence: 99%

“…There appears to be a key link between how teachers feel about their daily work and the intensity of their own negative emotions. Specifically, teachers' perceptions of student discipline can be related to their levels of emotional exhaustion and overall burnout [3,8,59,86,87]. In a study with 1,939 German teachers, Klusmann and colleagues [88] found that student discipline, as perceived by both teachers and principals, was inversely related to teachers' emotional exhaustion.…”

Section: Why High Perceived Negative Emotion Intensity Is Associated mentioning

confidence: 99%

At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

Fiorilli¹,

Pepe²,

Buonomo³

et al. 2017

TOPSYJ

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Background:Teachers are at-risk of burnout due to continuous emotional demands. Existing research suggests that there is a strong relationship between the burnout phenomenon and teachers' propensity to experience unpleasant emotions. Objective:The current study examined whether teachers' levels of burnout affect the process by which they appraise school-life events that elicit negative emotions. Methods:Participants were 316 school teachers. Teachers' appraisal of both students' negative emotion intensity (SAE) and their own negative emotion intensity (TAE) was evaluated via the Emotional Competence Questionnaire. Teachers' burnout levels were measured using the Maslach Burnout Inventory. The main hypothesis was tested by using SEM to assess a full model. Results:The findings suggest that burnout compromises teachers' appraisal of both their students' and their own negative emotion intensity. Conclusion:We discuss how our main findings may be interpreted and explore their implications for educational settings.

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“…It has been shown that strained relationships with students and their parents as well as with supervisors and colleagues may be one of performed on a daily basis by nurses, police officers, retail sales, bank and hotel employees [4][5][6][7][8]. Recent research has also focused on teachers as "emotional laborers" [2,[9][10][11]. It has been stressed that emotional involvement is an integral part of the teaching profession [1,[12][13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor

Wróbel¹

2013

International Journal of Occupational Medicine and Environmental Health

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Objectives: The present study was designed to examine the links between empathy, emotional labor (both surface and deep acting), and emotional exhaustion as well as determine if emotional labor mediates the relationship between empathy and emotional exhaustion in teachers. It was assumed that emotional labor can take two opposite directions (positive mood induction and negative mood induction). Thus, the additional aim of the study was to analyze the mediating role of mood regulation strategies in the relationship between empathy and emotional exhaustion. Materials and Methods: A sample of 168 teachers from Łódź and its surroundings completed a set of questionnaires: Emotional Labor Scale; Mood Regulation Scales, Maslach Burnout Inventory, and Empathic Sensitivity Scale. Results: The results provided mixed support for the hypotheses indicating that both types of emotional labor, negative mood induction and emotional exhaustion were positively intercorrelated. Moreover, deep acting was a significant mediator in the relationship between empathy and emotional exhaustion. The analyzed link was also mediated by negative mood induction, whereas positive mood induction did not emerge as a significant mediator. Conclusions: The study provided insight into the role of empathy and emotional labor in the development of teacher burnout. It also confirmed that deep acting and negative mood induction mediate the relationship between empathy and emotional exhaustion in teachers.

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Cited by 958 publications

References 100 publications

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor

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