Volume 15, Issue 49 (11-2024)
erj 2024, __(49): 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Rezaie H, Salimi H, Kalantar A. Investigating teachers' emotion regulation strategies in the classroom in the face of students' misbehavior. erj 2024; 15 (49)
URL: http://erj.khu.ac.ir/article-1-1485-en.html
URL: http://erj.khu.ac.ir/article-1-1485-en.html
1- , hamedrezaeeatu@gmail.com
Abstract: (506 Views)
The aim of the present study was to investigate the emotion regulation strategies of teachers based on the James Grass model of emotion regulation in the face of students' misbehavior. This research was conducted using a qualitative method and a phenomenological strategy was used. The study population of the current research was all the male teachers of the first secondary school in Kermanshah city in 1403-1404. The sampling of the research was non-random and purposeful based on heterogeneity in teaching. To achieve the goal of the research, an in-depth and semi-structured interview was conducted with the teachers.
. The results of the research showed that emotion regulation strategies, cognitive remarketing and situation modification are successful strategies with high job satisfaction that reduce negative emotions, and suppression, situation selection, and expansion of attention are unsuccessful strategies that increase negative emotions and job burnout and decrease Job satisfaction of teachers.
. The results of the research showed that emotion regulation strategies, cognitive remarketing and situation modification are successful strategies with high job satisfaction that reduce negative emotions, and suppression, situation selection, and expansion of attention are unsuccessful strategies that increase negative emotions and job burnout and decrease Job satisfaction of teachers.
Type of Study: Research Paper |
Subject:
Educational Psychology
Received: 2024/09/20 | Revised: 2025/03/12 | Accepted: 2025/04/21 | ePublished: 2025/04/21
Received: 2024/09/20 | Revised: 2025/03/12 | Accepted: 2025/04/21 | ePublished: 2025/04/21
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
