Teachers' emotions and emotion regulation strategies: Self- and students' perceptions

By Jingwen Jiang, Marja Vauras, Simone E. Volet, Yili Wang. 2016

186 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0846bed6a3b702c0e856cfb68ffcae973abf6761

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. E. Becker
2. M. Keller
3. Angelica Moè
4. I. Katz

In Education

1. E. Becker
2. M. Keller
3. Angelica Moè
4. I. Katz

In Social Psychology

1. I. Katz
2. E. Becker
3. M. Keller
4. Angelica Moè

Citations in the corpus

• Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom? (2020, background): “A qualitative study by Jiang et al. (2016) found that the teacher whom students perceived to often experience negative emotions was also the teacher employing surface-acting strategies, leading to the assumption that students know when a teacher is not authentically displaying his or her emotions.”
• Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “Moreover, teacher reappraisal is experienced by students too as more effective than suppression in increasing positive and decreasing negative emotion displays (Jiang et al., 2016).”