Teachers' Emotion Regulation and Classroom Management

By Rosemary E. Sutton, Renee Mudrey-Camino, Catharine C. Knight. 2009

342 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ce5cdd24f0b3f9c093a2eb72ab8583ef4c08002f

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In Clinical Psychology

In Education

Citations in the corpus

Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, positive): “Future investigations need to put more focus on a linear relation between teacher emotions and the teaching process (Frenzel, 2014; Heydarnejad, Fatemi, & Ghonsooly, 2017) and classroom management (Sutton et al., 2009).”
Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “, 2010), classroom management and a positive relationship with students (Sutton et al., 2009).”
Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy (2018, background): “Pekrun & Linnenbrink-Garcia, 2014; Schutz & Zembylas, 2009), and researchers have claimed that the way teachers manage their emotions plays an important role in the classroom (e.g. Fried, 2011; Sutton, 2004; Sutton et al., 2009; Taxer & Frenzel, 2015).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, neutral): “When interviewed, teachers have reported that engaging in emotional regulation helped them to be more effective in managing their classrooms and interacting with students (Sutton 2004; Sutton et al. 2009).”
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, positive): “…the role of negative emotions when they are triggered as a result of interactions in the classroom, as well as expand their repertoire both of classroom management strategies (Krauss et al., 2008) and emotion regulation strategies (e.g., reappraisal and suppression; see Sutton et al., 2009).”
Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions (2015, background): “Qualitative studies on emotion regulation within teachers have found that teachers regulate their emotions on a daily basis and particularly seek to suppress negative emotions, such as anger (Sutton, 2004; Sutton et al., 2009).”
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).”