Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping

By Mei-Lin Chang. Motivation and Emotion, 2013

410 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a6443e1442f870ebde716d1d69bc37a550780e1d

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Citations in the corpus

A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire (2018, background): “Teachers’ emotions have recently mostly been studied from the perspective of student misbehaviour and burnout (e.g. Chang, 2013; Keller, Chang, Becker, Goetz, & Frenzel, 2014) and with respect to the occurrence (at both intra- and inter-individual level) of emotions experienced while teaching, its…”
Relating early childhood teachers’ working conditions and well-being to their turnover intentions (2019, background): “Potentially, teachers with low coping skills were also emotionally exhausted and that variation was accounted for in the emotional exhaustion relationships (Chang, 2013).”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, positive): “Second,the dynamic interplay between students’ disruptive behaviors and TSE may not only hamper students’ academic adjustment, but may also result in increased levels of emotional labor, daily stress, and burnout in teachers (e.g., Chang, 2013; Hargreaves, 1998; Spilt et al., 2011).”
Emotional intelligence and teacher burnout: A systematic review (2017, background): “Additionally, researchers have shown interest in psychological resources for alleviating burnout, such as appraisal, coping or personality traits (Chang, 2013; Johnson, Kraft, & Papay, 2012; Langelaan, Bakker, Van Doornen, & Schaufeli, 2006; Trépanier, Fernet, &…”
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review (2021, background): “…perceptions of being incapable to effectively deal with disruptive behavior have been pictured as significant factors contributing to burnout (e.g., Chang, 2013), whereas higher levels of classroom management efficacy might act as protective factor in burnout prevention (Aloe et al., 2014).”
Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience (2019, background): “However, Chang (2009; 2013) recently pointed out the underemphasised role of teachers’ emotional experiences and their antecedent cognitive appraisals in explaining teacher burnout.”
Teachers’ Emotional Competence and Social Support: Assessing the Mediating Role of Teacher Burnout (2017, background): “…(Evers et al., 2004; Lazarus, 2006; Zimmer-Gembeck, Lees, & Skinner, 2011), as well as the strong link between emotional competence and burnout (Chang, 2013; Brackett et al., 2010), and between social support—both sources and perceived quality—and burnout (Doudin et al., 2011; Halbesleben,…”
Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching (2017, background): “…literature has shown that teacher burnout predicts teacher turnover intention (Smith and Ingersoll, 2004; Spittle et al., 2015), this study found that it might in fact be surface acting that increased the level of teacher burnout (Chang, 2013), which in turn ultimately increased turnover intention.”
Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions (2015, background): “In addition, quantitative studies have found that teachers who suppress their emotions are more emotionally exhausted than teachers who reappraise the situation (Chang, 2013; Tsouloupas, 2011).”
An emotion focused approach in predicting teacher burnout and job satisfaction (2020, result): “Student-related factors had varying loadings, which might indicate that teachers are not influenced by student attitudes or (mis)behaviours to a high degree, unlike the findings in the Chinese context (Chang, 2013; Chen, 2016).”
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).”
Impacts of the CARE for Teachers Program on Teachers’ Social and Emotional Competence and Classroom Interactions (2017, background): “The emotional labor teachers expend managing negative emotions may result in emotional exhaustion, a risk factor for burnout (Chang, 2009) and developing adaptive coping strategies may support teachers’ well-being and performance (Chang, 2013).”
Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy (2018, background): “Chang (2013) also examined if emotion regulation would mediate the relationship between teachers’ negative emotions and feelings of burnout.”
Teacher emotion regulation strategies in response to classroom misbehavior (2020, methodology): “The association we found between higher levels of emotional exhaustion and suppression is congruent with previous findings (Chang, 2013; Tsouloupas et al., 2010; Yin et al., 2016).”