Students' disruptive behavior during classroom events can elicit strong emotions in teachers and impact teachers' occupational wellbeing. This research was the first to test the proposition that teachers' emotional responses depend not solely on the specific classroom events themselves, but also on the perceived history of disruptive behavior of the student involved. Two complimentary studies examined whether teachers' perceptions of students' past disruptive behavior moderated the link between teachers' valence appraisals (i.e., how positive or negative an event was) and emotions in response to the event (i.e., enjoyment, anger, anxiety, self-, and other-related emotions). It was expected that teachers would be more emotionally reactive to events involving students whom they perceived as more disruptive in the past. Study 1 (N = 218 teachers) examined one teacher-selected relevant event of a workday with an individual student. Study 2 (N = 37 teachers) examined multiple events collected through daily diaries across the school year regarding two target students (N = 77) varying in perceived disruptive behavior. Both studies showed that teachers reacted more emotionally negative to students they perceived as more disruptive in the past compared to similarly appraised events with students perceived as less disruptive. Findings were most consistent for teachers' anger. In addition, Study 1 examined whether teachers' event-related emotions were related to their occupational wellbeing that workday. Teachers' anger was the only emotion associated with both teachers' emotional exhaustion and dedication. Intervention efforts to increase teachers' occupational wellbeing may profit from focusing on specific anger-evoking teacher-student dyads and try changing teachers' underlying judgments and associated emotions about disruptive students.

学生在课堂活动中的破坏性行为会引起教师的强烈情绪并影响教师的职业幸福感。这项研究首次验证了教师的情绪反应不仅取决于具体的课堂事件本身，还取决于所涉及学生的破坏性行为的感知历史这一命题。两项互补的研究检验了教师对学生过去破坏性行为的看法是否调节了教师效价评估（即事件的积极或消极程度）与对事件的反应情绪（即享受、愤怒、焦虑、自我-，以及其他相关的情绪）。预计教师会对涉及他们过去认为更具破坏性的学生的事件做出更情绪化的反应。N  = 218 名教师）与一名学生一起检查了一个教师选择的工作日相关事件。研究 2（N  = 37 名教师）检查了通过整个学年的每日日记收集的关于两名目标学生（N = 77）感知破坏性行为的变化。两项研究都表明，与学生认为破坏性较小的类似评估事件相比，教师对他们过去认为更具破坏性的学生的情绪反应更消极。结果与教师的愤怒最为一致。此外，研究 1 检验了教师的事件相关情绪是否与他们工作日的职业幸福感有关。教师的愤怒是唯一与两位教师的情绪衰竭和奉献相关的情绪。提高教师职业幸福感的干预努力可能会受益于关注特定的引发愤怒的师生二人组，并尝试改变教师对破坏性学生的潜在判断和相关情绪。