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

紀錄類型:	書目-語言資料,手稿 : 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.
面頁冊數:	1 online resource (93 pages)
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: B.
Contained By:	Dissertations Abstracts International82-01B.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
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. - 1 online resource (93 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798662458338Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Emotion regulationIndex Terms--Genre/Form:

554714
Electronic books.

Teacher Emotion Regulation and Professional Quality of Life as Predictors of Responses to Students.
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502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2019.
504 $a Includes bibliographical references
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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653 $a Teacher-student relationships
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