Emotion regulation in teachers: The “why” and “how”

Taxer, Jamie L.; Gross, James J.

doi:10.1016/j.tate.2018.05.008

Cited by 145 publications

(171 citation statements)

References 51 publications

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“…Still, the results of our study cannot be directly compared to the results of the study by Blanco-Donoso et al For instance, aspects of emotion regulation (i.e., difficulties as compared to strategies) or work-ruminative tendencies (psychological detachment and relaxation as compared to detachment from work and affective work rumination) were defined and assessed differently. However, in this regard, it is worth to note that the present study attended to emotion regulation strategies based on the process model of emotion regulation (Gross, 2001, 2015), which is in correspondence with much previous research on emotion regulation in relation to (human service) work (Jiang et al, 2016; Taxer and Gross, 2018; Yin et al, 2018). Furthermore, contrasting the present study to that of Blanco-Donoso et al (2017), it can be argued that the present results may be more plausible with regard to the possibility of making general inference and expectations to other type of professions.…”

Section: Discussionsupporting

confidence: 73%

“…The importance of the emotion regulation strategies reappraisal and suppression has also been reported in relation to teachers’ occupational health and well-being. Taxer and Gross (2018) reported that teachers were most inclined to down regulate negative emotions through the use of suppression. Furthermore, Jiang et al (2016) found that teachers’ self-reflections of emotion regulation strategies (interviews) corresponded with students’ perceptions (questionnaire); teachers’ use of suppression was related to less desirable student evaluations (e.g., annoyed, distracted), and teachers’ use of reappraisal was related to more desirable (e.g., inspired, tender) student evaluations.…”

Section: Introductionmentioning

confidence: 99%

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The Complex Interplay Between Emotion Regulation and Work Rumination on Exhaustion

Geisler

Buratti

2019

Front. Psychol.

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This study examined the interplay between emotion regulation strategies (reappraisal and suppression) and work-related rumination (affective work rumination and detachment from work) on exhaustion. In all, 1985 participants from three human service occupations (psychologists, teachers, and ministers) completed the web-based survey. The results showed that reappraisal and detachment from work had a negative relation to exhaustion, whereas the relation between suppression and affective work rumination to exhaustion were positively directed. Moreover, results of mediation analyses showed that the associations between emotion regulation strategies and exhaustion were mediated by work-ruminative tendencies. However, results of moderation analyses did not support that work-ruminative tendencies have a conditional effect (i.e., moderate) on the relationship between emotion regulation strategies and exhaustion. The results suggest that work-ruminative tendencies are best understood as a mediator of the emotion regulation strategies – exhaustion relationship. Thus, the study contribute to the understanding of the strategies (and combination of strategies) people use to reduce exhaustion by adding novel insights into the role of person characteristics in the recovery process. We discuss our results in relation to previous research, provide recommendations for future research, and note possible practical implications.

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Section: Discussionsupporting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

The Complex Interplay Between Emotion Regulation and Work Rumination on Exhaustion

Geisler

Buratti

2019

Front. Psychol.

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“…Gross (1998) suggested that people use various emotion regulation strategies. Among the most frequently applied emotion regulation strategiesin the general population, but also for regulating teachers' emotions in the classroom-are problem solving, cognitive reappraisal, activity and social support, avoidance, suppression, and rumination (Sutton, 2004;Burić et al, 2017;Izadpanah et al, 2017;Taxer and Gross, 2018). These strategies are considered differentially effective for maintaining affective well-being (Sheppes and Gross, 2012).…”

Section: Teachers' Emotion Regulationmentioning

confidence: 99%

Measuring Teachers’ Social-Emotional Competence: Development and Validation of a Situational Judgment Test

et al. 2020

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Teachers' social-emotional competence is considered important in order to master the social and emotional challenges inherent in their profession and to build positive teacherstudent relationships. In turn, this is key to both teachers' occupational well-being and positive student development. Nonetheless, an instrument assessing the professionspecific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is a theorybased situational judgment test measuring teachers' knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers' general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers' occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool.

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“…Cette tendance est particulièrement vraie pour les émotions négatives. Les enseignants cherchent à réguler ces émotions afin de maintenir leur objectif initial -celui de former les étudiants (Sutton, 2004 ;Taxer & Gross, 2018). La littérature mentionne, par ailleurs, une plus grande tendance des enseignants à réguler les émotions négatives à la baisse (Jiang et al, 2016) plutôt que de réguler les émotions positives à la hausse.…”

Section:  éMotions Des Enseignants Comme Variable Dépendante : Facteunclassified

Les émotions dans la formation enseignante : une perspective historique

Audrin¹

2020

ree

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Tout au long de la vie, l'individu agit et pense selon ses expériences cognitives, mais également selon ses expériences émotionnelles passées et présentes. Si la recherche a montré l'importance des émotions sur la mémorisation (Montagrin, 2013), l'attention (Brosch, Sander & Scherer, 2007) et la prise de décision (Audrin & Sander, 2018), qu'en est-il des apprentissages, en particulier des recherches menées en contexte scolaire ou plus largement dans un contexte académique ? Cet article propose une synthèse de la littérature sur la question des émotions et de leur lien avec l'apprentissage. En adoptant une perspective historique, il a pour objectif de présenter le contexte dans lequel les émotions ont émergé comme élément important dans l'apprentissage pour aujourd'hui en faire partie intégrante. La littérature suggère qu'une étude de l'apprentissage, pour être pertinente, se doit d'adopter une perspective élargie en tenant compte non seulement de la dimension cognitive, mais également de la place des émotions dans ce processus (Capron Puozzo, 2013). Ainsi, nous proposons des pistes de réflexion pour l'intégration de la dimension émotionnelle et la sensibilisation des futurs enseignants à cet aspect.

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Emotion regulation in teachers: The “why” and “how”

Cited by 145 publications

References 51 publications

The Complex Interplay Between Emotion Regulation and Work Rumination on Exhaustion

The Complex Interplay Between Emotion Regulation and Work Rumination on Exhaustion

Measuring Teachers’ Social-Emotional Competence: Development and Validation of a Situational Judgment Test

Les émotions dans la formation enseignante : une perspective historique

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