Knife-like mouth and tofu-like heart: emotion regulation by Chinese teachers in classroom teaching

By Hongbiao Yin. 2016

183 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/7d4fe11c246b072b0e1fa8384ab2b6214797eeb2

How researchers see this paper

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

In Social Psychology

1. Junjun Chen
2. Shenghua Huang
3. Lijie Lv
4. I. Burić
5. Wei Guo
6. A. Frenzel
7. Ronnel B. King
8. Hongbiao Yin

In Sociology and Political Science

1. Shenghua Huang
2. Lijie Lv
3. Junjun Chen
4. Wei Guo
5. I. Burić
6. A. Frenzel
7. C. Frondozo
8. Ronnel B. King

Citations in the corpus

• Teacher emotional labour, instructional strategies, and students’ academic engagement: a multilevel analysis (2020, background): “, anger) within themselves to remain or gain authority towards their students when they misbehave, or in order to create a classroom atmosphere which enables efficient teaching and learning (Yin, 2016).”
• Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy (2019, methodology): “…throughout the teaching day and in the face of disruptions or emergencies and expressing a substantial level of strictness or even harshness to facilitate classroom management, but also paying due attention to and caring for students in need to build sound teacher-student relationships (Yin, 2015).”
• Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “Although some teachers in the Chinese context also reported that difficulties and confusion about reform initiatives result in negative emotions, other teachers regard this change as an opportunity so they enjoy the challenges (Yin, 2016).”
• Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement (2020, background): “Teacher engagement Teachers face emotional demands in their work which have important implications for their engagement (Yin 2016).”
• Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership (2018, background): “Emotion is a socio-culturally psychological construction; and, accordingly, understanding emotional scenarios and managing emotions is not merely a personal process, but is influenced by cultural contexts, through which we define the ways our world is structured and our lives are organized (Mesquita”