Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior
Autor: | de Ruiter, J.A., Poorthuis, A.M.G., Aldrup, K., Koomen, H.M.Y., Leerstoel Thomaes, Social and personality development: A transactional approach |
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Přispěvatelé: | Developmental Disorders and Special Education (RICDE, FMG), Leerstoel Thomaes, Social and personality development: A transactional approach |
Jazyk: | angličtina |
Rok vydání: | 2020 |
Předmět: |
Adult
Male Adolescent media_common.quotation_subject Emotional exhaustion education Child Behavior Anger behavioral disciplines and activities Education Developmental psychology Perception mental disorders Student disruptive behavior Developmental and Educational Psychology medicine Humans Interpersonal Relations 0501 psychology and cognitive sciences Valence (psychology) Child Students media_common Problem Behavior Teacher emotion Disruptive behavior 05 social sciences 050301 education Daily events Emotional Regulation Emotional appraisals Social Perception Adolescent Behavior Anxiety Female School Teachers medicine.symptom Psychology 0503 education Dedication 050104 developmental & child psychology |
Zdroj: | Journal of School Psychology, 82, 85. Elsevier BV Journal of School Psychology, 82, 85-102. Elsevier |
ISSN: | 0022-4405 |
Popis: | 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) examinedone 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. |
Databáze: | OpenAIRE |
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