{"title":"教师的乐趣、情感劳动和学生参与度之间的关系:每日日记法","authors":"Irena Burić , Hui Wang","doi":"10.1016/j.jsp.2023.101271","DOIUrl":null,"url":null,"abstract":"<div><p>The present daily diary study among 587 Canadian primary and secondary school teachers assessed teachers' genuine expression, faking, hiding of happiness and enthusiasm, and their daily associations with perceived student emotional and behavioral engagement. Moreover, we measured teachers' trait enjoyment before and after the diary study to examine whether teacher trait enjoyment predicted the use of emotional labor strategies that, in turn, were related to teachers' perceptions of their students' engagement. In addition, we examined whether perceived student engagement predicted future levels of teacher trait enjoyment. Results from multilevel structural equation modeling showed that, at the between-person level, teachers who had higher levels of trait enjoyment tended to spontaneously show their positive feelings to their students (β = 0.381, <em>p</em> < .001), which was further positively related to student engagement (β = 0.257, <em>p</em> < .001). In turn, teachers' perceptions of heightened student engagement led to even greater enjoyment in the future (β = 0.134, <em>p</em> < .05). In contrast, teacher trait enjoyment was negatively related to faking (β = −0.297, <em>p</em> < .001) and hiding positive emotions (β = −0.130, <em>p</em> < .05), but was further unrelated to student engagement or future enjoyment. At the within-person level, genuine expression of positive emotions was positively related to student engagement (β = 0.219, <em>p</em> < .001), faking was negatively related to student engagement (β = −0.134, <em>p</em> < .001), and hiding was unrelated to student engagement.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440523000997/pdfft?md5=dd2780cac365c62b5e86106479420e07&pid=1-s2.0-S0022440523000997-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Relationships among teacher enjoyment, emotional labor, and perceived student engagement: A daily diary approach\",\"authors\":\"Irena Burić , Hui Wang\",\"doi\":\"10.1016/j.jsp.2023.101271\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The present daily diary study among 587 Canadian primary and secondary school teachers assessed teachers' genuine expression, faking, hiding of happiness and enthusiasm, and their daily associations with perceived student emotional and behavioral engagement. Moreover, we measured teachers' trait enjoyment before and after the diary study to examine whether teacher trait enjoyment predicted the use of emotional labor strategies that, in turn, were related to teachers' perceptions of their students' engagement. In addition, we examined whether perceived student engagement predicted future levels of teacher trait enjoyment. Results from multilevel structural equation modeling showed that, at the between-person level, teachers who had higher levels of trait enjoyment tended to spontaneously show their positive feelings to their students (β = 0.381, <em>p</em> < .001), which was further positively related to student engagement (β = 0.257, <em>p</em> < .001). In turn, teachers' perceptions of heightened student engagement led to even greater enjoyment in the future (β = 0.134, <em>p</em> < .05). In contrast, teacher trait enjoyment was negatively related to faking (β = −0.297, <em>p</em> < .001) and hiding positive emotions (β = −0.130, <em>p</em> < .05), but was further unrelated to student engagement or future enjoyment. At the within-person level, genuine expression of positive emotions was positively related to student engagement (β = 0.219, <em>p</em> < .001), faking was negatively related to student engagement (β = −0.134, <em>p</em> < .001), and hiding was unrelated to student engagement.</p></div>\",\"PeriodicalId\":48232,\"journal\":{\"name\":\"Journal of School Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2023-12-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0022440523000997/pdfft?md5=dd2780cac365c62b5e86106479420e07&pid=1-s2.0-S0022440523000997-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of School Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0022440523000997\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, SOCIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of School Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0022440523000997","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
Relationships among teacher enjoyment, emotional labor, and perceived student engagement: A daily diary approach
The present daily diary study among 587 Canadian primary and secondary school teachers assessed teachers' genuine expression, faking, hiding of happiness and enthusiasm, and their daily associations with perceived student emotional and behavioral engagement. Moreover, we measured teachers' trait enjoyment before and after the diary study to examine whether teacher trait enjoyment predicted the use of emotional labor strategies that, in turn, were related to teachers' perceptions of their students' engagement. In addition, we examined whether perceived student engagement predicted future levels of teacher trait enjoyment. Results from multilevel structural equation modeling showed that, at the between-person level, teachers who had higher levels of trait enjoyment tended to spontaneously show their positive feelings to their students (β = 0.381, p < .001), which was further positively related to student engagement (β = 0.257, p < .001). In turn, teachers' perceptions of heightened student engagement led to even greater enjoyment in the future (β = 0.134, p < .05). In contrast, teacher trait enjoyment was negatively related to faking (β = −0.297, p < .001) and hiding positive emotions (β = −0.130, p < .05), but was further unrelated to student engagement or future enjoyment. At the within-person level, genuine expression of positive emotions was positively related to student engagement (β = 0.219, p < .001), faking was negatively related to student engagement (β = −0.134, p < .001), and hiding was unrelated to student engagement.
期刊介绍:
The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.