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Teachers' emotions and emotion regulation strategies: Self- and students' perceptions

Jiang, J., Vauras, M., Volet, S.ORCID: 0000-0001-8450-6663 and Wang, Y. (2016) Teachers' emotions and emotion regulation strategies: Self- and students' perceptions. Teaching and Teacher Education, 54 . pp. 22-31.

Link to Published Version: http://dx.doi.org/10.1016/j.tate.2015.11.008
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Abstract

Based on Gross's process model of emotion regulation, this study related 53 lower-secondary school students' perceptions of their teachers' emotions to four of their teachers' emotion regulation while teaching. A mixed method approach, combining students' surveys and teachers' interviews, revealed associations between teachers' positive or negative emotions as perceived by their students, and teachers' reflections on their emotion regulation. Antecedent-focused emotion regulation appeared more desirable than response-focused emotion regulation, and in particular, reappraisal more effective than suppression in increasing positive-emotion expression and reducing negative-emotion expression. Implications for teaching, teacher education and future research on teacher emotion regulation are proposed.

Item Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: Elsevier
Copyright: © 2015 Elsevier Ltd.
URI: http://researchrepository.murdoch.edu.au/id/eprint/29406
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