ABSTRACT

This study explored how kindergarten ESL teachers in Japan make use of emotion regulation strategies, as proposed by Gross, in their work. Four teachers at a single dispatch company in Sendai, Miyagi Prefecture were interviewed via Skype about the emotion regulation strategies they used in the workplace. Interviews were recorded, transcribed, and coded, with special attention given to the cognitive processes involved in emotion regulation. Analysis revealed prominent themes common among teachers, as well as individual variation, though all teachers employed a process corresponding to Gross’ modal model. Implications for practitioners and suggestions for further research follow.

摘要

这项研究探讨了日本幼儿园ESL教师如何在工作中利用格罗斯提出的情绪调节策略。通过Skype，对宫城县仙台市一家派遣公司的四名老师进行了采访，了解他们在工作场所使用的情绪调节策略。访谈记录，转录和编码，特别注意涉及情绪调节的认知过程。分析显示，尽管所有教师都采用了与格罗斯模式模型相对应的过程，但教师之间普遍存在突出的主题以及个体差异。对从业人员的影响和进一步研究的建议如下。