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h i g h l i g h t s
Antecedent-focused emotion regulation may be more desirable than response-focused.
Reappraisal may be more effective than suppression in emotion regulation.
Suppression in emotion regulation should be discouraged.
Future research on teacher emotion regulation should include teacher beliefs.
a r t i c l e i n f o
a b s t r a c t
Article history:
Received 8 April 2015
Received in revised form
21 September 2015
Accepted 12 November 2015
Available online xxx
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' reections 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.
2015 Elsevier Ltd. All rights reserved.
Keywords:
Teacher emotions
Student perceptions
Emotion regulation
Suppression
Reappraisal
1. Introduction
The present research aims to investigate teachers' emotion
regulation strategies, and relate them to students' perceptions of
their teachers' emotions. It is widely accepted that emotion is
intertwined with cognition and integral to teaching (Hargreaves,
2001), and that teachers' emotions play a crucial role in students'
learning and teacherestudent relationships (e.g. Hamre & Pianta,
2005; Turner, Meyer, & Schweinle, 2003). Furthermore,
Hargreaves (1998) claimed that good teaching is charged with
positive emotions, and good teachers display their passion during
teaching, which in turn enthuse their students. Similarly, it has
been proposed by Frenzel, Goetz, Stephens, and Jacob (2009) that
23
24
both for teachers and students, and the lack of recent studies, there
is a vital need for fresh research and theorization on teachers'
emotion regulation strategies in relation to students' perceptions of
their teachers' emotions. As pointed out in the introduction,
teachers' negative emotions and failure to understand teacher
emotion regulation may lead to serious well-being consequences
(e.g. Carson & Templin, 2007). Therefore, the present study aims to
investigate teachers' emotion regulation strategies and simultaneously examine them in light of students' perceptions. As far as we
are concerned, no study has conducted this before in higher education or the school context. Further, the present study aims to ll
the methodological gap in this domain by exploring students'
perceptions of their teachers' emotions using quantitative methods.
Finally, the following research questions were generated as below.
1) How do students perceive their teachers' emotions during
teaching?
2) What emotion regulation strategies do teachers report
employing during teaching?
3) How do students' perceptions of teachers' emotions relate to
their teachers' self-reports of emotion regulation strategies?
3. Method
3.1. Participants
The participants were 4 teachers and 53 students in Grades 7e9
from an international lower-secondary school in Finland. Due to the
exploratory nature of this study, the number of participating
teachers was kept low, at the same time guaranteeing the relevant
sample size of students in order to assess reliability and validity of
quantitative methods used to examine students' perceptions of
their teachers' emotions. The four participating teachers (2 males
and 2 females, 3 Finnish and 1 Canadian) were the subject teachers
of math, English, history and biology. Except for the English teacher,
the math, history and biology teachers were the form teachers of
Grade 7, 8, and 9 respectively, who had more contact with the class
they were responsible for than the other subject teachers. The years
of teaching experience of the math teacher, English teacher, history
teacher and biology teacher were 2, 22, 6 and 15 respectively (see
Table 1). The student sample consisted of 3 classes, with 16 students from Grade 7, 19 students from Grade 8 and 18 students from
Grade 9. Their ages ranged from 12 to 16 years (M 14.3 years,
SD 1.0), with 52.8% girls and 47.2% boys. It is important to note
that 47.2% of the students were Finnish, 5.7% were American, 5.7%
were Australian, and the other minority included Afghan, Albanian,
Brazilian, British, Dutch, French, German, Hungarian, Indian, Iranian, Philippine, Romanian, Russian, Sinhalese, Spanish, Swedish,
Thai and Vietnamese. Table 2 provides detailed information of
gender and cultural background of each class of students.
3.2. Procedure
All students completed the surveys of their teachers' perceived
emotions during teaching. The 7th graders lled in the
Table 1
Background information of the teachers.
Teacher
Teaching grade
Gender
Nationality
Teaching years
Math
English
History
Biology
7
7
8
9
M
M
F
F
Finnish
Canadian
Finnish
Finnish
2
22
6
15
25
Table 2
Information of gender and cultural background of the students.
Grade 7
Grade 8
Grade 9
Total
Percentage
Male
Female
Finnish
International
7
9
9
25
47.2%
9
10
9
28
52.8%
10
8
7
25
47.2%
6
11
11
28
52.8%
26
Table 3
Rotated component matrix of dataset 1 (N 53).
Component
1
Tender
Affectionate
Happy
Inspired
Distracted
Nervous
Annoyed
Angry
2
.871
.781
.705
.696
.479
.551
.332
.518
.846
.835
.719
.661
Table 4
Rotated component matrix of dataset 2 (N 53).
Component
1
Inspired
Affectionate
Tender
Happy
Angry
Distracted
Annoyed
Nervous
.814
.795
.786
.556
2
.365
.501
.753
.722
.684
.569
27
Table 5
Students' perceptions of teachers' emotions.
Teacher
Math of Grade 7
English of Grade 7
History of Grade 8
Biology of Grade 9
M
SD
M
SD
M
SD
M
SD
Happy
Inspired
Tender
Affectionate
Angry
Annoyed
Nervous
Distracted
2.81
1.05
3.56
.73
4.37
.96
4.39
.61
2.75
1.18
3.38
.89
3.84
1.07
3.61
.61
2.69
1.08
3.13
.96
3.47
1.39
3.44
1.15
1.94
1.00
2.31
1.01
3.11
1.49
3.50
1.10
4.00
.97
2.19
.83
1.74
.87
1.44
.51
4.19
.91
2.56
.89
1.89
.94
1.67
.84
2.31
.95
1.63
.62
1.42
.51
1.33
.49
2.69
1.40
2.06
1.06
1.63
.83
1.44
.71
Note. According to the 5-point Likert-scale in the questionnaire, 1 never, 2 rarely, 3 sometimes, 4 often, and 5 very often.
Table 6
Teachers' emotion regulation strategies.
Emotion regulation strategies
Situation selection
Situation modication
Biology
Math
History
Biology
History & Biology
History
Biology
English & History
English
English
Math
Attention deployment
Cognitive change
Suppression
28
(2014a).
In addition to reappraisal, the English teacher employed the
strategy of self-talk to regulate his fatigue and anxiety. He reported
that he listened to and accepted his own negative emotions by
dealing with them internally, which involved cognitive processes.
Interestingly, self-talk was also reported by the teachers in Sutton's
(2004) research, as one of the emotion regulation strategies identied as cognitive change. The English teacher in this study
reported:
If I am really tired, I can see myself saying, I feel tired today.
Come on. There's 20 minutes left seem to be anxious and
settle down . I am willing to basically, you know, express my
emotions, but I think it's important to see present in myself. I
feel tired, I accept that feeling and I can process it quite quickly.
The English teacher also displayed great empathy towards
challenging students, as he tried to understand them from his own
experiences of school, which helped to regulate his negative
emotions:
I remember what it was like when I was at school. My schooling
wasn't really happy years, the teaching wasn't very good. I know
what it was like to be in a school, to be in a classroom, (when)
you had very bad teaching. So I understand that So I use that
kind of background of myself to understand a very typical student. I wasn't a moral kid myself I was a little bit restless I
think I understand it's very important not to be critical to realize
I was once 12 years old and their teaching didn't make
school So I have to help them not experience my experience.
It is signicant to note that empathy refers to the capacity one
has to understand and respond to the affective experience of
others, and involves a perspective-taking component (Batson, Fultz,
& Schoenrade, 1987; Decety & Jackson, 2004). Moreover, empathy
is mediated by cognitive appraisal (Lamm, Batson, & Decety, 2007),
which indicates the relation between empathy and cognitive processes. The English teacher in this study placed himself in the
students' positions and felt what they felt. This strategy was also
used by the teachers who drew on their own familial experiences to
understand a student's harsh life circumstances and her theft
behavior, rather than just being angry with her (Cross & Hong,
2012).
4.2.5. Suppression
Suppression is dened as the inhibition of ongoing emotionexpressive behavior, and is categorized as response-focused
emotion regulation (Gross, 1998b). Surprisingly, in this study suppression was mentioned only by the math teacher to regulate his
anger.
(Q. Do you show your anger to your students?) No, no, because
they can see it, it just gets them more excited. (Q. How can you
not show it if you are angry?) I guess it takes a bit of practice, so
you practice it a bit so that it doesn't show. (Q. Does not showing
mean hiding?) Yeah. Because you cannot show the students that
you are angry about something they've done, because you lose
your authority if you lose your temper. Of course, not all emotions are bad for showing but the negative emotions are the
things that I am trying to hide.
This teacher explained that he suppressed his anger to maintain
authority in front of students. In contrast, in the study of Hosotani
and Imai-Matsumura (2011), the teachers reported suppressing not
29
30
5. Discussion
The present study explored students' perceptions of teachers'
emotions and teachers' emotion regulation strategies during
teaching, and simultaneously examined teachers' emotion regulation strategies in light of students' perceptions. The teachers in this
research talked about their experiences of negative emotions and
the strategies of down-regulating negative emotions more than
their experiences of positive emotions and the strategies of upregulating positive emotions. Only two teachers mentioned upregulating their positive emotions in the strategy of attention
deployment. This nding is consistent with Gong et al.s (2013)
study, which revealed that more teachers down-regulated negative emotions than up-regulating positive emotions. It is not surprising that Sutton et al. (2009) indicated up-regulating positive
emotions had received less attention in research. In this regard, our
research has contributed to more evidence that up-regulation is in
need of attention among teachers and researchers.
In addition, this study indicated that reappraisal was more
effective than suppression in increasing the positive-emotion
expression and reducing the negative-emotion expression. Interestingly, Gross (1998b)'s experiment regarding reappraisal and
suppression showed different ndings. In Gross's experiment, undergraduate participants were assigned to either a reappraisal or a
suppression condition, when watching a negative emotion-eliciting
lm. In this experiment, Gross found that both reappraisal and
suppression reduced negative emotion-expressive behavior. In order to address the short-term consequences in a particular
emotional context, by using questionnaires, Gross and John (2003)
related individual differences in the use of emotion regulation
strategies to peer-reports of individuals' emotion expression in
everyday life among a group of undergraduates. They found that
reappraisal increased positive-emotion expression and reduced
negative-emotion expression, whereas suppression reduced
positive-emotion expression but had no relation to negativeemotion expression. Nevertheless, neither the lm experiment
nor the questionnaire study reported any indication that suppression increased negative-emotion expression. However, our present
study provided evidence that suppression not only reduced
positive-emotion expression but also increased negative-emotion
expression in the everyday school context.
Given that ndings from this study suggest that suppression can
be ineffective in decreasing teachers' expression of negative emotions and is very likely to reduce their expression of positive
emotions, teachers should be encouraged to refrain from employing suppression as their emotion regulation strategy. As Gross
(1998b) suggested, one of the important functions of emotion is
to convey individuals' wishes and needs to others, but suppression
shuts down this function, and may result in negative interactions
with others emotionally. Therefore, suppression may hinder the
development of positive teacher-student interactions. Furthermore, if teachers frequently experience negative emotions such as
anger, frustration and anxiety, the employment of suppression will
only lead to the accumulation of the negative feelings in a vicious
circle. In critical situations, teachers may suffer from severe physical issues and experience high levels of burnout (Carson &
Templin, 2007), which could also trigger negative teacherestudent relationships. It may be speculated that the use of suppression as a strategy by the math teacher in this study contributed
to less positive relationships with students, which in return
increased his experiences and expression of negative emotions in
the classroom in a cyclical process. The evidence suggests that
suppression as a strategy should be discouraged and those strategies found to be effective such as reappraisal should be developed.
Finally, the present study suggests important directions for
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