Understanding the Role of Teacher Appraisals in Shaping the Dynamics of their Relationships with Students: Deconstructing Teachers’ Judgments of Disruptive Behavior/Students

By Mei-Lin Chang, H. Davis. 2009

162 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d7477437ee3754db1f71988d0c3a9e7b2b39e200

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Emotion Display Rules, Emotion Regulation, and Teacher Burnout (2020, background): “…teaching is a context that is dissimilar to many other typical life events and there are certain emotional display rules in teaching that may influence how teachers feel or respond to emotions in the classroom (Sutton, 2004; Chang, 2009b; Schutz et al., 2009; Schutz, 2011; Huang et al., 2019).”
Teacher emotion regulation strategies in response to classroom misbehavior (2020, unknown): “…regulation; teacher emotion; experience sampling method Student misbehaviour, a salient predictor of teacher burnout (Chang, 2009; McCormick & Barnett, 2011), often triggers negative emotions, such as anger or frustration, in teachers (Chang & Davis, 2009; Frenzel, 2014; Taxer & Gross, 2018).”
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers (2009, background): “After labeling the emotions and identifying the judgments they are making about the events, teachers need to be reflective on how they feel and the judgments they are making ( Chang and Davis 2009 ).”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “…e.g. teachers with better interpersonal relationships with students, and with higher selfefficacy beliefs, might appraise students’ lack of discipline as less threatening in comparison to their counterparts with poorer relationships with students, and lower selfefficacy (Chang and Davis 2011).”
Teachers—The Vital Resource (2013, background): “The increasing demands on teachers’ intellectual and emotional resources are linked to increased occupational stress, burnout, and decreased job satisfaction (e.g., Chang, 2009; Chang & Davis, 2009; Hakanen et al., 2006; Lens & de Jesus, 1999).”