ABSTRACT

This research examined how teachers regulate their emotions in the context of student misbehaviour and what the affective consequence of this regulation is for teachers. In Study 1 we descriptively examined which strategies teachers use to regulate their emotions in response to student misbehaviour and found that teachers use a variety of strategies to regulate their emotions. In Study 2, using an Experience Sampling Method, we examined how teachers’ trait-level emotion regulation impacts their in-the-moment affective experiences and modulation strategies in the context of classroom misbehaviours. Results indicate that teachers who typically reappraise have the least negative affective experiences in the context of student misbehaviour and are less likely to suppress their in-the-moment negative emotions. This study adds to our understanding of how teachers could regulate their negative emotions when dealing with student misbehaviour in an adaptive way. Findings signify the importance of examining the efficacy of other regulation strategies.

摘要

这项研究研究了教师如何在学生行为不端的情况下调节自己的情绪，以及这种调节对老师的情感影响。在研究1中，我们描述性地研究了教师使用哪些策略来调节学生的不良行为，并发现教师使用了多种策略来调节他们的情感。在研究2中，我们使用一种经验抽样方法，研究了在课堂行为异常的情况下，教师的特质水平的情绪调节如何影响他们的即时情感体验和调节策略。结果表明，在学生行为不端的情况下，通常会重新评估的老师的负面情感经历最少，并且不太可能抑制他们的瞬间负面情绪。这项研究增加了我们对教师如何以适应性方式处理学生的不良行为时如何调节其负面情绪的理解。这些发现表明了检查其他监管策略有效性的重要性。