Emotion regulation in teachers: The “why” and “how”
By Jamie Taxer, James J. Gross. Teaching and Teacher Education : An International Journal of Research and Studies, 2018
222 citations recorded by the source corpus.
Abstract We used the process model of emotion regulation to gain a deeper understanding of teachers' emotion regulation goals and strategies. Fifty-six teachers reported why and how they regulate emotions while in the classroom. Findings indicated that teachers have instrumental and hedonic emotion regulation goals, are focused on regulating both their own and their students' emotions, and are typically attempting to decrease negative emotions. Findings showed that teachers use a variety of strategies to regulate emotions; however, the response modulation strategy of suppression was the most frequently reported strategy. Implications for teachers, teacher education programs, and future research are discussed.
Subfields: Clinical Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/c16fedf84da3ba985c5de894adc66bb4c2fafa35
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In Clinical Psychology
In Education
In Social Psychology
Citations in the corpus
- Emotion regulation and need satisfaction shape a motivating teaching style (2020, methodology): “Taxer and Gross (2018) for example, focused on the goals that drive teachers to regulate their emotions.”
- Teacher emotion regulation strategies in response to classroom misbehavior (2020, background): “Previous research has found that teachers use a variety of emotion regulation strategies to regulate their classroom emotions (Sutton et al., 2009; Taxer & Gross, 2018; Yin et al., 2016).”