Teachers' Emotion Regulation

By Rosemary E. Sutton, Elaine Harper. 2009

158 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2d05c636f5ff3ceeff9093cc68b021be6882b716

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Citations in the corpus

Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy (2019, background): “First, traditional teacher education programs usually focus on the development of teacher knowledge and teaching techniques, ignoring the emotional aspects of teaching (Sutton & Harper, 2009).”
Teachers' Emotion Regulation and Classroom Management (2009, methodology): “In one survey, 80% of the teachers said they always or almost always tried to increase positive emotions such as happiness, and 65% said they always or almost always tried to decrease negative emotions such as anger or frustration (Sutton & Knight, 2006b).”
Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES) (2016, unknown): “…studies (Bibby, 2002; Chang, 2009; Darby, 2008; Hargeaves & Tucker, 1991; Hargreaves, 1998, 2005; Hart, 1987; Payne & Manning, 1990; Prawat, Byers, & Anderson, 1983; Sutton, 2007; Sutton & Harper, 2009; Sutton & Wheatley, 2003; Thienel, 1988; van Veen, Seegers, & van de Ven, 2005; Zembylas, 2003).”
Teachers—The Vital Resource (2013, background): “Those teachers with higher emotional regulation, in other words, who demonstrate an ability to “up-regulate” their positive emotions and “down-regulate” their negative emotions, are more productive and effective in the classroom (Sutton & Harper, 2009).”
Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “…anger, hide it, and avoid expressing it, which might result in maintaining the activation and reducing the possibilities to elaborate the emotion (Sutton & Harper, 2009) Reappraisal as an emotion regulation strategy favours a range of social, affective, and well-being factors (Gross & John,…”
Classroom Emotional Climate, Teacher Affiliation, and Student Conduct (2011, background): “For example, teachers who are limited in their ability to regulate emotions—both their own and their students’—tend to have students who experience and express more negative emotions in class, often reflected in disruptive behavior (Sutton & Harper, 2009).”
Teacher emotional labour, instructional strategies, and students’ academic engagement: a multilevel analysis (2020, background): “goals and thus obtain positive learning outcomes in students (Hagenauer & Volet, 2014; Sutton et al., 2009; Taxer & Gross, 2018).”