Emotional regulation goals and strategies of teachers

By Rosemary E. Sutton. 2004

455 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/411081295d4fe8490c6f2c669055be4a27f1f951

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Emotional Competence and its Influences on Teaching and Learning (2010, background): “Many teachers recognize the importance of attending to student emotion as a critical component of their instructional role (Ahn 2005; McCaughtry and Rovegno 2003; Schwartz and Davis 2006; Sutton 2004), and they use their understanding of emotion to make curricular decisions and to inform their pedag”
Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom? (2020, background): “managing such a positive classroom climate requires the teacher to employ various teaching and emotion-regulation strategies (Jennings & Greenberg, 2009): In order to be more effective, have a better relationship with students and present a positive emotional image to their students, teachers regula”
Reflections on Investigating Emotion in Educational Activity Settings (2006, background): “As such, emotional regulation involves various processes such as monitoring, evaluating, and modifying one’s emotional experiences (Schutz & Davis, 2000; Schutz & DeCuir, 2002; Sutton, 2004; Thompson, 1994).”
Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test (2009, background): “display rules which imply that experiencing and showing anger as a teacher is inappropriate (Sutton 2004 ; Winograd 2003) .”
Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “Thus, more emotional resources may be available after reappraisal than after suppression (Sutton, 2004).”
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis ☆ (2014, background): “…findings pertaining to the relationship between teachers’ emotions and their instructional behavior are scarce and often focus only on teachers’ own estimations (e.g., Sutton, 2004, 2007) or on broader concepts such as general enthusiasm rather than discrete emotions (Kunter et al., 2008).”
Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy (2018, background): “Pekrun & Linnenbrink-Garcia, 2014; Schutz & Zembylas, 2009), and researchers have claimed that the way teachers manage their emotions plays an important role in the classroom (e.g. Fried, 2011; Sutton, 2004; Sutton et al., 2009; Taxer & Frenzel, 2015).”
Teacher emotion regulation strategies in response to classroom misbehavior (2020, background): “thoughts before class or ignoring misbehaving students during class (Sutton, 2004; Taxer & Gross, 2018).”
Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support (2011, background): “There is some evidence that teachers see emotional labour as intrinsic to their work, and believe that well-developed emotional regulation skills are required for maximum professional effectiveness (Sutton, 2004 ).”
Teachers' Emotion Regulation and Classroom Management (2009, methodology): “Over 90% of the teachers talked about holding in their anger, reducing their anger, stepping back and breathing, keeping themselves in check, and looking at their own tone (Sutton, 2004).”
Exploring Teacher Emotions: A Literature Review and an Experience Sampling Study (2014, background): “when they emerge (e.g., Darby, 2008; Hargreaves, 2000, 2005; Nias, 1996; Scott & Sutton, 2009; Sutton, 2004; Zembylas, 2004) in order to reconstruct the complex relations between teachers' emotional experiences and their professional self- understanding and identity (e.”
Emotional job demands and emotional exhaustion in teachers (2015, background): “Examples of its application in teaching include inducing a required positive emotion through focusing on pleasant images and memories, ‘psyching’ oneself up when feeling unmotivated and reappraising a student’s misbehaviour by focusing on disadvantages in the student’s background (Sutton, 2004).”