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Teacher Emotion Regulation and Profe...

Runion, Megan C.

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Teacher Emotion Regulation and Professional Quality of Life as Predictors of Responses to Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Emotion Regulation and Professional Quality of Life as Predictors of Responses to Students./
作者:	Runion, Megan C.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	93 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: B.
Contained By:	Dissertations Abstracts International82-01B.
標題:	Personality psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28097192
ISBN:	9798662458338

Teacher Emotion Regulation and Professional Quality of Life as Predictors of Responses to Students.
Runion, Megan C.

Teacher Emotion Regulation and Professional Quality of Life as Predictors of Responses to Students. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 93 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: B.

Thesis (Ph.D.)--The Pennsylvania State University, 2019.

The current study focused on teacher emotion regulation, professional quality of life, and responses to and relationships with a hypothetical student in a sample of Head Start teachers and teacher aides. The purpose of the study was to further knowledge along strands of research on teacher experience of secondary traumatic stress (STS)/compassion fatigue (CF) as well as teacher-specific utilization of emotion regulation strategies. The four primary research aims included an exploration of the degree and direction to which study variables were correlated; the degree to which expressive suppression and other related variables predicted emotionally punitive responses to a hypothetical student; whether compassion satisfaction (CS) moderated the relationship between suppression and CF; and the degree to which teachers' cognitive reappraisal and CF predicted relationship quality with a hypothetical student. A non-experimental, crosssectional study design was employed. As hypothesized, the use of suppression to regulate emotions predicted punitive responses to students, while CS and working experience served as protective factors against punitive responses. CS did not serve as a moderating factor between suppression and CF as hypothesized. Reappraisal and extreme levels of CF did not significantly predict hypothetical student-teacher relationships, although the relationship directionality changed as a function of CF when looking at the interaction term. Results are interpreted within the limited literature existing on teacher CF and teacher emotion regulation, with recommendations for further study on the linkages between these variables.

ISBN: 9798662458338Subjects--Topical Terms:

2144789
Personality psychology.
Subjects--Index Terms:

Emotion regulation

Teacher Emotion Regulation and Professional Quality of Life as Predictors of Responses to Students.
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520 $a The current study focused on teacher emotion regulation, professional quality of life, and responses to and relationships with a hypothetical student in a sample of Head Start teachers and teacher aides. The purpose of the study was to further knowledge along strands of research on teacher experience of secondary traumatic stress (STS)/compassion fatigue (CF) as well as teacher-specific utilization of emotion regulation strategies. The four primary research aims included an exploration of the degree and direction to which study variables were correlated; the degree to which expressive suppression and other related variables predicted emotionally punitive responses to a hypothetical student; whether compassion satisfaction (CS) moderated the relationship between suppression and CF; and the degree to which teachers' cognitive reappraisal and CF predicted relationship quality with a hypothetical student. A non-experimental, crosssectional study design was employed. As hypothesized, the use of suppression to regulate emotions predicted punitive responses to students, while CS and working experience served as protective factors against punitive responses. CS did not serve as a moderating factor between suppression and CF as hypothesized. Reappraisal and extreme levels of CF did not significantly predict hypothetical student-teacher relationships, although the relationship directionality changed as a function of CF when looking at the interaction term. Results are interpreted within the limited literature existing on teacher CF and teacher emotion regulation, with recommendations for further study on the linkages between these variables.
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