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Cited by 70Emotional Labor in ProfessionsEarly Childhood Education and DevelopmentChild and Adolescent Psychosocial and Emotional Development

Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior

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de Ruiter, Janneke A., Poorthuis, Astrid M.G., Aldrup, Karen, Koomen, Helma M.Y.·2020·Journal of School Psychology
DOI 10.1016/j.jsp.2020.08.005
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Abstract

Students' disruptive behavior during classroom events can elicit strong emotions in teachers and impact teachers' occupational wellbeing. This research was the first to test the proposition that teachers' emotional responses depend not solely on the specific classroom events themselves, but also on the perceived history of disruptive behavior of the student involved. Two complimentary studies examined whether teachers' perceptions of students' past disruptive behavior moderated the link between teachers' valence appraisals (i.e., how positive or negative an event was) and emotions in response to the event (i.e., enjoyment, anger, anxiety, self-, and other-related emotions). It was expected that teachers would be more emotionally reactive to events involving students whom they perceived as more disruptive in the past. Study 1 (N = 218 teachers) examined one teacher-selected relevant event of a workday with an individual student. Study 2 (N = 37 teachers) examined multiple events collected through daily diaries across the school year regarding two target students (N = 77) varying in perceived disruptive behavior. Both studies showed that teachers reacted more emotionally negative to students they perceived as more disruptive in the past compared to similarly appraised events with students perceived as less disruptive. Findings were most consistent for teachers' anger. In addition, Study 1 examined whether teachers' event-related emotions were related to their occupational wellbeing that workday. Teachers' anger was the only emotion associated with both teachers' emotional exhaustion and dedication. Intervention efforts to increase teachers' occupational wellbeing may profit from focusing on specific anger-evoking teacher-student dyads and try changing teachers' underlying judgments and associated emotions about disruptive students.

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  • Private conversations are essential for educators' well-being since navigating trauma-related behaviors in the classroom can frequently elicit intense emotional responses.

    “Further, these types of private conversations are essential for educators' well-being since navigating trauma-related behaviors in the classroom can frequently elicit intense emotional responses (de Ruiter et al., 2020).”

    From Trauma-Informed Research-Practice Partnership Building to Support Early Childhood Educators in an Appalachian Community (2023) · cites this paper as de Ruiter et al., 2020

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Authors
de Ruiter, J. A., Poorthuis, A. M. G., Aldrup, K., & Koomen, H. M. Y.
Affiliations
  • Utrecht University (NL)
  • Leibniz Institute for Science and Mathematics Education (DE)
  • University of Amsterdam (NL)
ORCID
Venue
Journal of School Psychology
Publisher
Elsevier BV
Published
2020-10
Volume
82
Pages
85-102
ISSN
0022-4405 (ISSN-L)
DOI
10.1016/j.jsp.2020.08.005
OpenAlex
W3087185039
Cited by
70
References
93
Citations by year
2026: 8 · 2025: 17 · 2024: 15 · 2023: 12 · 2022: 10 · 2021: 7 · 2020: 1
FWCI
10.01
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of School Psychology (publishedVersion, cc-by-nc-nd)
  • PubMed (publishedVersion)
  • UvA-DARE (University of Amsterdam) (submittedVersion, cc-by-nc-nd)
  • Utrecht University Repository (Utrecht University) (submittedVersion, other-oa)
  • Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
Funders
Nationaal Regieorgaan Onderwijsonderzoek
Topics
  • Social Sciences › Sociology and Political Science › Emotional Labor in Professions
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Keywords
teacher emotions, disruptive behavior, anger, employee well-being, emotional exhaustion, teacher dedication, daily diary, classroom events
MeSH terms
Problem Behavior, School Teachers, Emotional Regulation, Adolescent, Adolescent Behavior, Adult, Child, Child Behavior, Female, Humans, Interpersonal Relations, Male, Social Perception, Students

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