{"title":"The emotion regulation antecedents of tertiary EFL instructors and their use of reappraisal and suppression","authors":"Esra Meşe , Enisa Mede","doi":"10.1016/j.tate.2024.104732","DOIUrl":null,"url":null,"abstract":"<div><p>This study aims to contribute to the understanding of teachers' emotions in terms of their antecedents and ER strategies (cognitive reappraisal and expressive suppression). To provide an in-depth understanding, a case study was conducted with eight tertiary instructors. The study utilized a narrative frame, semi-structured interviews, and vignettes. The results revealed the emotion-triggering antecedents were related to interactions with students, non-teaching responsibilities, and interactions with colleagues. The participants responded to these emotions using various expressive suppression (e.g., hiding an emotion's impact) and reappraisal strategies (e.g., adjusting expectations). The findings emphasized the situational and dynamic nature of ER.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"150 ","pages":"Article 104732"},"PeriodicalIF":4.0000,"publicationDate":"2024-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24002646","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study aims to contribute to the understanding of teachers' emotions in terms of their antecedents and ER strategies (cognitive reappraisal and expressive suppression). To provide an in-depth understanding, a case study was conducted with eight tertiary instructors. The study utilized a narrative frame, semi-structured interviews, and vignettes. The results revealed the emotion-triggering antecedents were related to interactions with students, non-teaching responsibilities, and interactions with colleagues. The participants responded to these emotions using various expressive suppression (e.g., hiding an emotion's impact) and reappraisal strategies (e.g., adjusting expectations). The findings emphasized the situational and dynamic nature of ER.
本研究旨在从教师情绪的前因和 ER 策略（认知再评价和表达压抑）两个方面，加深对教师情绪的理解。为了深入了解教师的情绪，本研究对八名大专院校的教师进行了个案研究。研究采用了叙事框架、半结构式访谈和小故事。结果显示，引发情绪的前因与与学生的互动、非教学职责以及与同事的互动有关。参与者使用各种表达性抑制（如隐藏情绪的影响）和再评价策略（如调整期望值）来应对这些情绪。研究结果强调了 ER 的情境性和动态性。
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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