The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Teachers' Emotion Regulation and Classroom Management
Abstract
This article describes a series of studies on teachers' attempts to modify the intensity and duration of their emotions, and how their emotions are expressed in the classroom. Among the important findings is that teachers practice emotion regulation because they believe it makes them more effective in management, discipline, and their relationships with students. Further, teachers are much more confident that they can communicate their positive emotions than reduce their negative emotions, and they use a variety of emotion regulation strategies, including preventive and reactive methods. These results stand in contrast to the fact that most pre-service programs give little emphasis to relationships among teachers' emotions, classroom management, and teaching practice.
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Cites
Gross, J. J., & John, O. P. (2003) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.85.2.348 · Cited by 11,929 · cited 3×
“Social psychology research indicates that college students' emotion regulation strategies vary in effectiveness—with reappraisal, a preventive form of cognitive change, found to be more effective than suppression, a responsive strategy ( Gross & John, 2003 ).”
BackgroundMethodTeacher efficacy: capturing an elusive construct
Tschannen-Moran, M., & Hoy, A. W. (2001) · Teaching and Teacher Education · doi:10.1016/s0742-051x(01)00036-1 · Cited by 6,839 · cited 1×
“Three aspects of teacher efficacy were assessed: efficacy for instructional strategies, classroom management, and student engagement ( Tschannen-Moran & Woolfolk Hoy, 2001 ).”
Emotion regulation: affective, cognitive, and social consequences.
Gross, J. J. (2002) · Psychophysiology · doi:10.1017/s0048577201393198 · Cited by 4,890 · cited 3×
“Currently, emotions are considered to be processes involving multiple components arising from experiential, behavioral, and physiologi- cal systems; emotion regulation involves unconscious and conscious attempts to modify any of these processes (Gross, 2002).”
BackgroundMethodGross, J. J. (1998) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.74.1.224 · Cited by 4,671 · cited 2×
“Following the process model developed by Gross and colleagues (eg, Gross, 1998 , 2002 ), we classified the preventive strategies as modifying situations , attention deployment , and cognitive change .”
MethodRole of Affective Self-Regulatory Efficacy in Diverse Spheres of Psychosocial Functioning
Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbino, M., & Pastorelli, C. (2003) · Child Development · doi:10.1111/1467-8624.00567 · Cited by 1,092
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Greenier, V., Derakhshan, A., & Fathi, J. (2021) · System · doi:10.1016/j.system.2020.102446 · Cited by 576
Carroll, A., Forrest, K., Sanders-O’Connor, E., Flynn, L., Bower, J. M., Fynes-Clinton, S., York, A., & Ziaei, M. (2022) · Social Psychology of Education · doi:10.1007/s11218-022-09686-7 · Cited by 259
Yin, H., Huang, S., & Wang, W. (2016) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph13090907 · Cited by 214
Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., Traiyarach, S., & Tuamsuk, K. (2022) · Heliyon · doi:10.1016/j.heliyon.2022.e10817 · Cited by 76
Berkovich, I., & Eyal, O. (2017) · Journal of Educational Administration · doi:10.1108/jea-07-2016-0072 · Cited by 71
Metadata
- Authors
- Sutton, R. E., Mudrey-Camino, R., & Knight, C. C.
- Venue
- Theory Into Practice
- Publisher
- Informa UK Limited
- Published
- 2009-03-31
- Volume
- 48
- Issue
- 2
- Pages
- 130-137
- ISSN
- 0040-5841 (ISSN-L)
- 1543-0421
- OpenAlex
- W2126593746
- Cited by
- 328
- References
- 5
- FWCI
- 21.13
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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