教师愤怒是一把双刃剑:对比特征与情感劳动效应。

IF 1.7 3区 心理学 Q3 PSYCHOLOGY, EXPERIMENTAL
Motivation and Emotion Pub Date : 2023-01-01 Epub Date: 2023-05-16 DOI:10.1007/s11031-023-10027-0
Hui Wang, Ming Ming Chiu, Nathan C Hall
{"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,&nbsp;Ming Ming Chiu,&nbsp;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,&nbsp;Ming Ming Chiu,&nbsp;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}
引用次数: 1

摘要

与教师的积极情绪(如快乐和热情)相比,教师的消极情绪和消极情绪的调节受到的实证关注有限。作为教师最常见的负面情绪,愤怒对教师的发展有着复杂的影响。一方面,习惯性的愤怒体验(即特质愤怒)耗尽了教师的认知资源,损害了教学效果,导致学生参与度低下。另一方面,在与学生的日常动态互动中,战略性地表达、假装或隐藏愤怒可以帮助教师实现教学目标,培养学生的注意力,并促进学生的参与。本研究采用强化日记设计来调查教师愤怒的双刃剑效应。655名加拿大实习教师提供的4140份日记数据的多层次结构方程模型证实了我们的假设。研究发现,教师的特质愤怒会削弱教师对学生参与度的感知。每天真正表达愤怒与教师感知到的学生参与度更高相对应;每天假装愤怒会削弱学生的参与感,而每天隐藏愤怒则表现出好坏参半的结果。此外,随着时间的推移,教师往往会隐藏愤怒,不愿意在学生面前表达愤怒,无论是真诚的还是其他的。最后,愤怒的真实表达和隐藏与教师感知的学生参与度只有暂时的正相关,学生之间的融洽关系是促进持续观察到的学生参与的最佳方式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Teacher anger as a double-edged sword: Contrasting trait and emotional labor effects.

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.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
5.40
自引率
4.20%
发文量
69
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.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信