%0 Journal Article
%T Chinese Teachers¡¯ Emotion Regulation Goals and Strategies
%A Shaoying Gong
%A Xiaoyun Chai
%A Ting Duan
%A Liu Zhong
%A Yongqing Jiao
%J Psychology
%P 870-877
%@ 2152-7199
%D 2013
%I Scientific Research Publishing
%R 10.4236/psych.2013.411125
%X <p class=\"MsoNormal\" style=\"text-align:justify;\">
	<span lang=\"EN-US\"><span style=\"font-family:Verdana;\">This study aimed to explore Chinese teachers¡¯ emotion
regulation goals and strategies used before, in, and after classroom teaching.
Thirty-four teachers from elementary, middle and high schools were interviewed
with semi-structure questionnaire. Chinese teachers¡¯ goals for regulating
emotions included achieving instructional goals, decreasing the negative impact
of emotions on student learning, confirming the professional and ethical norms,
maintaining teachers¡¯ and students¡¯ mental health, keeping positive emotional
images, and nurturing good teacher-student relationships. Teachers used various
antecedent-focused and response-focused strategies to control their emotions
before, in, and after class. In general, Chinese teachers used
response-modulation most frequently, followed by cognitive changes in and after
classroom teaching. These findings have implications for productive delivery of
education service, teacher training and policy-making.</span></span> 
</p>
%K Emotion
%K Emotion Regulation
%K Emotion Expression
%K Teacher
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=40117