Emotion Regulation

Emotion regulation (ER) can target both positive and negative emotional states and refers to conscious or unconscious “attempts to influence which emotions one has, when one has them, and how one experiences or expresses these emotions.”

1. Situation selection

2. Situation modification

3. Attentional deployment

4. Cognitive change

5. Response modulation

1. Situation selection

• Avoidance

1. Situation modification

• Direct request

1. Attentional deployment

• Distraction / Rumination

1. Cognitive change

• Cognitive Reappraisal

• Acceptance

1. Response modulation

• Suppression

• Physiological intervention (e.g., breathing)

• ER in achievement situations (with RP, CVT)

• suitable in teaching context

• The school context also might serve as an achievement context for teachers (Butler, 2007), and therefore, teachers' emotions could be considered achievement emotions

= refers to the reinterpretation of an emotional event with the goal of changing the subsequent emotion (Giuliani & Gross, 2009)

=> Reappraisal more difficult when

• poor sleep

• sleep deprivation

=> Reappraisal frequency is less heritable and more open to nonfamilial environmental influences than emotion-relevant personality dimensions or suppression frequency (McRae et al., 2017)

=> Believing in the malleability of emotion (Tamir et al., 2007)

= refers to attempts to inhibit the expression of a felt emotion (Gross & Levenson, 1993)

Reappraisal, for instance, is more frequently deployed when emotional intensity is moderate, while distraction or suppression are deployed when intensity is high (McRae & Gross, 2020)

• found that antecedent-focused strategies were positively associated with well-being, whereas response-focused strategies were negatively associated with well-being and teaching effectiveness

Teachers, in turn, sometimes upregulate their display of negative emotions for disciplinary purposes and discouraging inappropriate student behavior (Chang & Taxer, 2020).

• higher emotional exhaustion

• higher stress

• depersonalization

• lower personal accomplishment

• lower teaching satisfaction

• higher positive affect

• higher personal accomplishment

• teaching satisfaction

• less stress

• less emotional exhaustion

• less depersonalization