The emotion regulation antecedents of tertiary EFL instructors and their use of reappraisal and suppression

Esra Meşe, Enisa Mede

Araştırma sonucu: Dergi katkısıMakalebilirkişi

Özet

This study aims to contribute to the understanding of teachers' emotions in terms of their antecedents and ER strategies (cognitive reappraisal and expressive suppression). To provide an in-depth understanding, a case study was conducted with eight tertiary instructors. The study utilized a narrative frame, semi-structured interviews, and vignettes. The results revealed the emotion-triggering antecedents were related to interactions with students, non-teaching responsibilities, and interactions with colleagues. The participants responded to these emotions using various expressive suppression (e.g., hiding an emotion's impact) and reappraisal strategies (e.g., adjusting expectations). The findings emphasized the situational and dynamic nature of ER.

Orijinal dilİngilizce
Makale numarası104732
DergiTeaching and Teacher Education
Hacim150
DOI'lar
Yayın durumuYayınlanan - Kas 2024
Harici olarak yayınlandıEvet

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