Teachers' Anger, Frustration, and Self-Regulation

By Rosemary E. Sutton. 2007

171 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/89fcba364bcd5c7289ba3c84f2ce85d4eb43c155

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In Clinical Psychology

In Education

Citations in the corpus

Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “This finding was confirmed in several other studies (Demetriou et al. 2009; Galant 2013; Hargreaves 1998, 2000; Oplatka 2007; Sutton 2007; Williams-Johnson et al. 2008; Zembylas 2002).”
Teachers' Emotion Regulation and Classroom Management (2009, background): “Three related sets of teachers’ beliefs about their own emotion regulation have been studied (Sutton, 2007; Sutton & Knight, 2006a, 2006b): teachers’ goals for regulating their emotions, their beliefs about the effectiveness of showing their emotions (outcome expectancies), and their confidence in…”
Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy (2018, background): “Also, teachers experienced anger and frustration most when perceiving that their teaching goals are disrupted by students’ misconduct, which is a classroom management and discipline issue (Carson, 2006; Sutton, 2007).”
Inquiry on Teachers’ Emotion (2014, background): “For example, as indicated, for teachers, displaying frustration is more socially acceptable then displaying anger (Sutton, 2007).”
Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test (2009, background): “Teachers seem to be rather open about reporting feelings of frustration (Sutton 2007) .”
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).”
Emotional Competence and its Influences on Teaching and Learning (2010, background): “There are also individual differences in the extent to which teachers express and allow emotions to be expressed in the classroom, with many teachers having difficulty regulating their classroom affect (Sutton 2007).”
Teachers’ Emotional Competence and Social Support: Assessing the Mediating Role of Teacher Burnout (2017, unknown): “As a consequence, teachers’ unpleasant emotions (e.g. unhappiness, anger, and frustration) are strongly implicated in burnout (Brackett, Palomera, MojsaKaja, Reyes, & Salovey, 2010; Chang, 2013; Liljestrom, Roulston, & deMarrais, 2007; Pepe & Addimando, 2013, 2014; Sutton, 2007).”
Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping (2013, background): “Anger and frustration are the most prominent unpleasant emotions teachers commonly experience associated with classroom discipline issues (Carson 2007a; Sutton 2007).”
Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES) (2016, background): “Anger, in turn, proves to be the most prominent negative emotion for teachers as documented in qualitative and narrative research on teachers’ emotions (Chang, 2013; Frenzel, 2014; Sutton, 2007; Sutton & Wheatley, 2003).”
Exploring Teacher Emotions: A Literature Review and an Experience Sampling Study (2014, background): “Specificall y, teachers ' experiences of anger are closely tied to students' lTllsbehavior and appear to be quite common (C hang & Davis, 2009; Sutton, 2007; Sutton & Wheatley, 2003).”
Emotion Display Rules, Emotion Regulation, and Teacher Burnout (2020, background): “Such reluctance could be due to teachers’ beliefs about emotional display rules in the classroom (Sutton, 2007).”