{"title":"教师愤怒是一把双刃剑:对比特征与情感劳动效应。","authors":"Hui Wang, Ming Ming Chiu, Nathan C Hall","doi":"10.1007/s11031-023-10027-0","DOIUrl":null,"url":null,"abstract":"<p><p>In contrast to teachers' positive emotions, such as enjoyment and enthusiasm, teachers' negative emotions and the regulation of negative emotions have received limited empirical attention. As the most commonly experienced negative emotion in teachers, anger has to date demonstrated mixed effects on teacher development. On the one hand, habitual experiences of anger (i.e., <i>trait anger</i>) exhaust teachers' cognitive resources and impair pedagogical effectiveness, leading to poor student engagement. On the other hand, strategically expressing, faking, or hiding anger in daily, dynamic interactions with students can help teachers achieve instructional goals, foster student concentration, and facilitate student engagement. The current study adopted an intensive daily diary design to investigate the double-edged effects of teachers' anger. Multilevel structural equation modeling of data from 4,140 daily diary entries provided by 655 practicing Canadian teachers confirmed our hypotheses. Trait anger in teachers was found to impair teacher-perceived student engagement. Daily genuine expression of anger corresponded with greater teacher-perceived student engagement; daily faking anger impaired perceived student engagement, and daily hiding anger showed mixed results. Moreover, teachers tended to hide anger over time, and were reluctant to express anger, genuine or otherwise, in front of their students. Finally, genuine expression and hiding of anger had only a temporary positive association with teacher-perceived student engagement, with student rapport being optimal for promoting sustained observed student engagement.</p>","PeriodicalId":48282,"journal":{"name":"Motivation and Emotion","volume":"47 4","pages":"650-668"},"PeriodicalIF":1.7000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10328863/pdf/","citationCount":"1","resultStr":"{\"title\":\"Teacher anger as a double-edged sword: Contrasting trait and emotional labor effects.\",\"authors\":\"Hui Wang, Ming Ming Chiu, Nathan C Hall\",\"doi\":\"10.1007/s11031-023-10027-0\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>In contrast to teachers' positive emotions, such as enjoyment and enthusiasm, teachers' negative emotions and the regulation of negative emotions have received limited empirical attention. As the most commonly experienced negative emotion in teachers, anger has to date demonstrated mixed effects on teacher development. On the one hand, habitual experiences of anger (i.e., <i>trait anger</i>) exhaust teachers' cognitive resources and impair pedagogical effectiveness, leading to poor student engagement. On the other hand, strategically expressing, faking, or hiding anger in daily, dynamic interactions with students can help teachers achieve instructional goals, foster student concentration, and facilitate student engagement. The current study adopted an intensive daily diary design to investigate the double-edged effects of teachers' anger. Multilevel structural equation modeling of data from 4,140 daily diary entries provided by 655 practicing Canadian teachers confirmed our hypotheses. Trait anger in teachers was found to impair teacher-perceived student engagement. Daily genuine expression of anger corresponded with greater teacher-perceived student engagement; daily faking anger impaired perceived student engagement, and daily hiding anger showed mixed results. Moreover, teachers tended to hide anger over time, and were reluctant to express anger, genuine or otherwise, in front of their students. Finally, genuine expression and hiding of anger had only a temporary positive association with teacher-perceived student engagement, with student rapport being optimal for promoting sustained observed student engagement.</p>\",\"PeriodicalId\":48282,\"journal\":{\"name\":\"Motivation and Emotion\",\"volume\":\"47 4\",\"pages\":\"650-668\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10328863/pdf/\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Motivation and Emotion\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s11031-023-10027-0\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2023/5/16 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Motivation and Emotion","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s11031-023-10027-0","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/5/16 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
Teacher anger as a double-edged sword: Contrasting trait and emotional labor effects.
In contrast to teachers' positive emotions, such as enjoyment and enthusiasm, teachers' negative emotions and the regulation of negative emotions have received limited empirical attention. As the most commonly experienced negative emotion in teachers, anger has to date demonstrated mixed effects on teacher development. On the one hand, habitual experiences of anger (i.e., trait anger) exhaust teachers' cognitive resources and impair pedagogical effectiveness, leading to poor student engagement. On the other hand, strategically expressing, faking, or hiding anger in daily, dynamic interactions with students can help teachers achieve instructional goals, foster student concentration, and facilitate student engagement. The current study adopted an intensive daily diary design to investigate the double-edged effects of teachers' anger. Multilevel structural equation modeling of data from 4,140 daily diary entries provided by 655 practicing Canadian teachers confirmed our hypotheses. Trait anger in teachers was found to impair teacher-perceived student engagement. Daily genuine expression of anger corresponded with greater teacher-perceived student engagement; daily faking anger impaired perceived student engagement, and daily hiding anger showed mixed results. Moreover, teachers tended to hide anger over time, and were reluctant to express anger, genuine or otherwise, in front of their students. Finally, genuine expression and hiding of anger had only a temporary positive association with teacher-perceived student engagement, with student rapport being optimal for promoting sustained observed student engagement.
期刊介绍:
Motivation and Emotion publishes articles on human motivational and emotional phenomena that make theoretical advances by linking empirical findings to underlying processes. Submissions should focus on key problems in motivation and emotion, and, if using non-human participants, should contribute to theories concerning human behavior. Articles should be explanatory rather than merely descriptive, providing the data necessary to understand the origins of motivation and emotion, to explicate why, how, and under what conditions motivational and emotional states change, and to document that these processes are important to human functioning.A range of methodological approaches are welcome, with methodological rigor as the key criterion. Manuscripts that rely exclusively on self-report data are appropriate, but published articles tend to be those that rely on objective measures (e.g., behavioral observations, psychophysiological responses, reaction times, brain activity, and performance or achievement indicators) either singly or combination with self-report data.The journal generally does not publish scale development and validation articles. However, it is open to articles that focus on the post-validation contribution that a new measure can make. Scale development and validation work therefore may be submitted if it is used as a necessary prerequisite to follow-up studies that demonstrate the importance of the new scale in making a theoretical advance.