Mixed emotions: teachers’ perceptions of their interactions with students

By A. Hargreaves. 2000

1,404 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/97eaf1b68983fbe91d0fe255d01bd7627007e7e9

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In Education

Citations in the corpus

Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers (2012, background): “Hargreaves and colleagues have extended the study of teachers’ emotions to other aspects of teachers’ work lives, including their emotional responses to interactions with students (Hargreaves, 2000) and to serving as department chairs (heads) in secondary schools (Schmidt, 2000).”
How emotionally intelligent are pre-service teachers? (2012, background): “The special edition of the Cambridge Journal of Education (edited by Nias, 1996) along with several articles by Hargreaves (1998, 2000) attracted some much needed attention to the area.”
Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test (2009, background): “This might in part be explained by closer and more intense relationships among teachers and students in primary school as compared to secondary school ( Hargreaves 2000; Lortie 1975).”
Teacher Emotions: Well Being and Effectiveness (2009, background): “Much of this relates to the positive and negative effects on teachers’ motivation, self-efficacy, professional identities and job satisfaction of pupil behavior ( Hargreaves 2000 ), leadership, classroom and school climate (Leithwood 2007) and centrally initiated policy initiatives which have change”
Personality Characteristics and Teacher Beliefs among Pre-Service Teachers. (2008, result): “Other studies have shown differences in attributes between teachers teaching lower and higher grades (Hargreaves, 2000; Munthe, 2001), and this study is consistent with such work.”
Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching (2005, background): “Hargreaves (1998a, 1998b, 2000) calls for the creation of emotional geographies of schooling emphasizing the spatial and experiential patterns of closeness and/or distance in human interactions or relationships within the school, especially in the context of educational reforms.”
Teacher–student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups (2013, positive): “negative emotions toward students and express positive emotions that would not arise spontaneously represents a part of teachers’ emotional work concept (Hargreaves 2000; Philipp and Schüpbach 2010).”
Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method (2018, background): “Although most teachers endorse the importance of positive relationships (Hargreaves, 2000), many are unlikely to espouse an intentional approach to cultivating relationships and restoring them when conflict or disagreement arises.”
Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs (2018, background): “Cowie (2011) noted that much of the research that has focused on teacher emotions, starting with the work of Hargreaves (1998, 2000, 2005), has examined emotional processes at moments of educational change and school reform and has identified teachers' emotional selves as primarily characterized by…”
Emotional Intelligence in the Workplace: A Critical Review (2004, background): “Although Thorndike (1921), Guilford (1956), and later, Gardner’s (1983) research into social intelligence hints at the importance of emotions to intellectual functioning, the term EI was not brought into mainstream psychology until the 1990s (Mayer, DiPaolo, & Salovey, 1990; Salovey & Mayer, 1990).”
Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy (2018, background): “Given that existing studies on teachers’ emotional experiences have mostly been conducted qualitatively (e.g. Hargreaves, 2000; Sutton, 2004; Sutton et al., 2009) except a few quantitative studies (e.g. Chang, 2013; Keller et al., 2014; Lee et al., 2014), the current research will advance…”