메뉴 건너뛰기




Volumn , Issue , 2006, Pages 107-135

Teachers' emotion regulation

Author keywords

[No Author keywords available]

Indexed keywords


EID: 70449553828     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter
Times cited : (5)

References (66)
  • 3
    • 0141542578 scopus 로고    scopus 로고
    • Role of affective self-regulatory efficacy in diverse spheres of psychological functioning
    • Bandura, A. Caprara, G. V. Barbarabelli, C. Gerbino, M., and Pastorelli, C. (2003). Role of affective self-regulatory efficacy in diverse spheres of psychological functioning. Child Development, 74, 769-782.
    • (2003) Child Development , vol.74 , pp. 769-782
    • Bandura, A.1    Caprara, G.V.2    Barbarabelli, C.3    Gerbino, M.4    Pastorelli, C.5
  • 6
    • 3142699947 scopus 로고    scopus 로고
    • The importance of being flexible: The ability to both enhance and suppress emotional expression predicts long-term adjustment
    • Bonanno, G. A., Papa, A. Lalande, K., Westphal, M., and Coifman, K. (2004). The importance of being flexible: The ability to both enhance and suppress emotional expression predicts long-term adjustment. Psychological Science, 15, 482-487.
    • (2004) Psychological Science , vol.15 , pp. 482-487
    • Bonanno, G.A.1    Papa, A.2    Lalande, K.3    Westphal, M.4    Coifman, K.5
  • 7
    • 85084901350 scopus 로고    scopus 로고
    • Borko, H., and Putnam, R. T. (1996). Learning to teach. In D. C. Berliner and R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 673-708). New York: Macmillan Library.
    • (1996)
    • Borko, H.1    Putnam, R.T.2
  • 9
    • 85084868622 scopus 로고    scopus 로고
    • Teachers: Beliefs and knowledge
    • D. C. Berliner and R. C. Calfee (Eds.). New York: Macmillan Library
    • Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner and R. C. Calfee (Eds.), Handbook of Educational Psychology(pp. 709-725). New York: Macmillan Library.
    • (1996) Handbook of Educational Psychology , pp. 709-725
    • Calderhead, J.1
  • 10
    • 0002452383 scopus 로고    scopus 로고
    • On the structure of behavioral self-regulation
    • M. Boekaerts, P. R. Pintrich, and M. Zeidner (Eds.). San Diego, CA: Academic Press
    • Carver, C. S., and Scheier, M. F. (2000). On the structure of behavioral self-regulation. In M. Boekaerts, P. R. Pintrich, and M. Zeidner (Eds.), Handbook of self-regulation (pp. 41-84). San Diego, CA: Academic Press.
    • (2000) Handbook of self-regulation , pp. 41-84
    • Carver, C.S.1    Scheier, M.F.2
  • 11
    • 27644481195 scopus 로고    scopus 로고
    • Self-efficacy beliefs and the architecture of personality: On knowledge, appraisal, and self-regulation
    • K. D. Vohs and R. F. Baumeister (Eds.). New York: Guilford Press
    • Cervone D., Mor, N., Orom, H., Shadel, W. G., and Scott, W. D. ( 2004). Self-efficacy beliefs and the architecture of personality: On knowledge, appraisal, and self-regulation. In K. D. Vohs and R. F. Baumeister (Eds.). Handbook of self-regulation: Research, theory, and applications (pp. 188 -210). New York: Guilford Press.
    • (2004) Handbook of self-regulation: Research, theory, and applications , pp. 188-210
    • Cervone, D.1    Mor, N.2    Orom, H.3    Shadel, W.G.4    Scott, W.D.5
  • 12
    • 0030048669 scopus 로고    scopus 로고
    • Personality as independent predictor of long-term mortality in patients with coronary heart disease
    • Denollet, J., Sys, S. U., Stroobant, N., Rombouts, H., Gillebert, T. C., and Brutsaert, D. L. (1996). Personality as independent predictor of long-term mortality in patients with coronary heart disease. Lancet, 347, no. 8999, 417-21.
    • (1996) Lancet , vol.347 , Issue.8999 , pp. 417-421
    • Denollet, J.1    Sys, S.U.2    Stroobant, N.3    Rombouts, H.4    Gillebert, T.C.5    Brutsaert, D.L.6
  • 13
    • 0033631637 scopus 로고    scopus 로고
    • Emotional regulation in the workplace: A new way to conceptualize emotional labor
    • Granley, A. A. (2000). Emotional regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology, 5, 95-110.
    • (2000) Journal of Occupational Health Psychology , vol.5 , pp. 95-110
    • Granley, A.A.1
  • 14
    • 0001376349 scopus 로고    scopus 로고
    • The emerging field of emotion regulation: An integrative review
    • Gross, J. J. (1998a). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, 271-299.
    • (1998) Review of General Psychology , vol.2 , pp. 271-299
    • Gross, J.J.1
  • 15
    • 0031603708 scopus 로고    scopus 로고
    • Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression and physiology
    • Gross, J. J. (1998b). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression and physiology. Journal of Personality and Social Psychology, 74, 224-237.
    • (1998) Journal of Personality and Social Psychology , vol.74 , pp. 224-237
    • Gross, J.J.1
  • 16
    • 0036254520 scopus 로고    scopus 로고
    • Emotion regulation: Affective, cognitive and social consequences
    • Gross, J. J. (2002). Emotion regulation: Affective, cognitive and social consequences. Psychophysiology, 39, 281-291.
    • (2002) Psychophysiology , vol.39 , pp. 281-291
    • Gross, J.J.1
  • 18
    • 0000442966 scopus 로고
    • Facets of emotion expressivity: Three self-report factors and theIR correlates
    • Gross, J. J. and John, O. P. (1995). Facets of emotion expressivity: Three self-report factors and their correlates. Personality and Individual Differences 19, 555-568.
    • (1995) Personality and Individual Differences , vol.19 , pp. 555-568
    • Gross, J.J.1    John, O.P.2
  • 20
    • 0242474299 scopus 로고    scopus 로고
    • Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being
    • Gross, J. J., and John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362.
    • (2003) Journal of Personality and Social Psychology , vol.85 , pp. 348-362
    • Gross, J.J.1    John, O.P.2
  • 21
    • 0034347969 scopus 로고    scopus 로고
    • Mixed emotions: Teachers' perceptions of theIR interactions with students
    • Hargreaves, A. (2000). Mixed emotions: Teachers' perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826.
    • (2000) Teaching and Teacher Education , vol.16 , pp. 811-826
    • Hargreaves, A.1
  • 22
    • 0036351017 scopus 로고    scopus 로고
    • From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of efficacy research
    • Henson , R. K. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of efficacy research. Educational Psychologist, 37 (3), 137-150.
    • (2002) Educational Psychologist , vol.37 , Issue.3 , pp. 137-150
    • Henson, R.K.1
  • 23
    • 0004261338 scopus 로고
    • Berkeley, CA: University of California Press
    • Hochschild, A. R. (1983). The Managed Heart. Berkeley, CA: University of California Press.
    • (1983) The Managed Heart
    • Hochschild, A.R.1
  • 24
    • 9344264579 scopus 로고    scopus 로고
    • Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development
    • John, O. P. and Gross, J. J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development. Journal of Personality, 72, 1301-1333.
    • (2004) Journal of Personality , vol.72 , pp. 1301-1333
    • John, O.P.1    Gross, J.J.2
  • 25
    • 0033474539 scopus 로고    scopus 로고
    • The relationship between perceptions of the classroom goal structure and early adolescents affect in school: The mediating role of coping strategies
    • Kaplan, A., and Midgley, C. (1999). The relationship between perceptions of the classroom goal structure and early adolescents affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11, 187-212.
    • (1999) Learning and Individual Differences , vol.11 , pp. 187-212
    • Kaplan, A.1    Midgley, C.2
  • 27
    • 0032616346 scopus 로고    scopus 로고
    • A hot/cool-system analysis of delay of gratification: Dynamics of willpower
    • Metcalfe, J. and Mischel, W. (1999). A hot/cool-system analysis of delay of gratification: Dynamics of willpower. Psychological Review, 106, 3-19.
    • (1999) Psychological Review , vol.106 , pp. 3-19
    • Metcalfe, J.1    Mischel, W.2
  • 28
    • 1642424045 scopus 로고    scopus 로고
    • Self-regulation in a cognitive-affective personality system: Attention control in the service or the self
    • Mischel, W. and Ayduk, O. (2002). Self-regulation in a cognitive-affective personality system: Attention control in the service or the self. Self and Identity, 1, 113-120.
    • (2002) Self and Identity , vol.1 , pp. 113-120
    • Mischel, W.1    Ayduk, O.2
  • 29
    • 10044271321 scopus 로고    scopus 로고
    • Willpower in a cognitive-affective processing system: The dynamics of delay or gratification
    • K. D. Vohs and R. F. Baumeister (Eds.). New York: Guilford Press
    • Mischel, W. and Ayduk, O. (2004). Willpower in a cognitive-affective processing system: The dynamics of delay or gratification. In K. D. Vohs and R. F. Baumeister (Eds.). Handbook of self-regulation: Research, theory, and applications (pp. 99-129). New York: Guilford Press.
    • (2004) Handbook of self-regulation: Research, theory, and applications , pp. 99-129
    • Mischel, W.1    Ayduk, O.2
  • 30
    • 0024978988 scopus 로고
    • Delay of gratification in children
    • Mischel, W. Shoda, Y., and Rodriguez, M. L. (1989). Delay of gratification in children, Science, 244, 933-938.
    • (1989) Science , vol.244 , pp. 933-938
    • Mischel, W.1    Shoda, Y.2    Rodriguez, M.L.3
  • 32
    • 0037865864 scopus 로고    scopus 로고
    • Mechanisms of self-control failure: Motivation and limited resources
    • Muraven, M. and Slessareva , E. (2003). Mechanisms of self-control failure: Motivation and limited resources. Personality and Social Psychology Bulletin, 29, 894-906.
    • (2003) Personality and Social Psychology Bulletin , vol.29 , pp. 894-906
    • Muraven, M.1    Slessareva, E.2
  • 34
    • 14544274363 scopus 로고    scopus 로고
    • Thinking makes it so: A social cognitive neuroscience approach to emotion regulation
    • K. D. Vohs and R. F. Baumeister (Eds.). New York: Guilford Press
    • Ochsner, K. N. and Gross, J. J. (2004). Thinking makes it so: A social cognitive neuroscience approach to emotion regulation. In K. D. Vohs and R. F. Baumeister (Eds.). Handbook of self-regulation: Research, theory, and applications (pp. 229-255). New York: Guilford Press.
    • (2004) Handbook of self-regulation: Research, theory, and applications , pp. 229-255
    • Ochsner, K.N.1    Gross, J.J.2
  • 35
    • 0030352186 scopus 로고    scopus 로고
    • Self- efficacy beliefs in academic settings
    • Pajares, F. (1996). Self- efficacy beliefs in academic settings, Review of Educational Research, 66, 543-578.
    • (1996) Review of Educational Research , vol.66 , pp. 543-578
    • Pajares, F.1
  • 36
    • 0000073912 scopus 로고    scopus 로고
    • Classifying affect-regulation strategies
    • Parkinson, B., and Totterdell, P. (1999). Classifying affect-regulation strategies. Cognition and Emotion, 13 , 227-393.
    • (1999) Cognition and Emotion , vol.13 , pp. 227-393
    • Parkinson, B.1    Totterdell, P.2
  • 38
    • 84936526806 scopus 로고
    • Contextual effects on the self - perceived efficacy of high school teachers
    • Raudenbush, S. W., Rowan, B. and Cheong, Y. F. (1992). Contextual effects on the self - perceived efficacy of high school teachers. Sociology of Education, 65, 150-167.
    • (1992) Sociology of Education , vol.65 , pp. 150-167
    • Raudenbush, S.W.1    Rowan, B.2    Cheong, Y.F.3
  • 39
    • 0033197075 scopus 로고    scopus 로고
    • Autonomy-supportive teachers: How they teach and motivate students
    • Reeve, J., Bolt, E., and Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548.
    • (1999) Journal of Educational Psychology , vol.91 , pp. 537-548
    • Reeve, J.1    Bolt, E.2    Cai, Y.3
  • 40
    • 3142664717 scopus 로고    scopus 로고
    • Enhancing students' engagement by increasing teachers' autonomy support
    • Reeve, J. Jang, H. Carrell, D. Jeon, S. and Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28,147-169.
    • (2004) Motivation and Emotion , vol.28 , pp. 147-169
    • Reeve, J.1    Jang, H.2    Carrell, D.3    Jeon, S.4    Barch, J.5
  • 41
    • 0345255751 scopus 로고    scopus 로고
    • Emotion regulation in romantic relationships: The cognitive consequences of concealing feelings
    • Richards, J. M., Butler, E. A., and Gross, J. J. (2003). Emotion regulation in romantic relationships: The cognitive consequences of concealing feelings. Journal of Social and Personal Relationships, 20, 599-620.
    • (2003) Journal of Social and Personal Relationships , vol.20 , pp. 599-620
    • Richards, J.M.1    Butler, E.A.2    Gross, J.J.3
  • 42
    • 0034276606 scopus 로고    scopus 로고
    • Emotion regulation and memory: The cognitive costs of keeping one's cool
    • Richards, J. M. and Gross, J. J. (2000). Emotion regulation and memory: The cognitive costs of keeping one's cool. Journal of Personality and Social Psychology, 79, 410-424.
    • (2000) Journal of Personality and Social Psychology , vol.79 , pp. 410-424
    • Richards, J.M.1    Gross, J.J.2
  • 44
    • 0001602535 scopus 로고    scopus 로고
    • Administrative assignment of teachers in restructuring secondary schools: The effect of out-of-field course responsibility on teacher efficacy
    • Ross, J. A. Cousins, J. B. Gadalla, T., and Hannay , L. (1999). Administrative assignment of teachers in restructuring secondary schools: The effect of out-of-field course responsibility on teacher efficacy. Educational Administration Quarterly, 35 (supplemental) 782-804.
    • (1999) Educational Administration Quarterly , vol.35 , Issue.SUPPLEMENTAL , pp. 782-804
    • Ross, J.A.1    Cousins, J.B.2    Gadalla, T.3    Hannay, L.4
  • 45
    • 0043143226 scopus 로고    scopus 로고
    • Overview of self-determination theory: An organismic dialectical perspective
    • E. L., Deci and R. M. Ryan (Eds.). Rochester, NY: University of Rochester Press
    • Ryan, R. M., and Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L., Deci and R. M. Ryan (Eds.). Handbook of selfdetermination research (pp. 3-33). , Rochester, NY: University of Rochester Press.
    • (2002) Handbook of selfdetermination research , pp. 3-33
    • Ryan, R.M.1    Deci, E.L.2
  • 50
    • 12444343141 scopus 로고    scopus 로고
    • Emotional regulation goals and strategies of teachers
    • Sutton, R. E. (2004a). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7 (4).
    • (2004) Social Psychology of Education , vol.7 , Issue.4
    • Sutton, R.E.1
  • 52
    • 0345863916 scopus 로고    scopus 로고
    • Teachers' emotions and teaching: A review of the literature and dIR ections for future research
    • Sutton, R. E. and Wheatley, K. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research, Educational Psychology Review, 15, 327-358.
    • (2003) Educational Psychology Review , vol.15 , pp. 327-358
    • Sutton, R.E.1    Wheatley, K.2
  • 54
    • 0002536246 scopus 로고
    • Controlling anger: Self-induced emotion change
    • D. M. Wagner, J. W. Pennebaker. Englewoods, NJ: Prentice Hall
    • Tice, D. M., and Baumeister, R. F. (1993). Controlling anger: Self-induced emotion change. In D. M. Wagner, J. W. Pennebaker, Handbook of mental control (pp. 393-408). Englewoods, NJ: Prentice Hall.
    • (1993) Handbook of mental control , pp. 393-408
    • Tice, D.M.1    Baumeister, R.F.2
  • 55
    • 85011633765 scopus 로고    scopus 로고
    • Emotional distress regulation takes precedence over impulse control: If you feel bad, do it!
    • Tice, D. M., Bratslavsky, E., and Baumeister, R. F. (2001). Emotional distress regulation takes precedence over impulse control: If you feel bad, do it! Journal of Personality and Social Psychology, 80, 53-67.
    • (2001) Journal of Personality and Social Psychology , vol.80 , pp. 53-67
    • Tice, D.M.1    Bratslavsky, E.2    Baumeister, R.F.3
  • 58
    • 0346167811 scopus 로고    scopus 로고
    • Teacher discourse and sixth graders' reported affect and achievement behaviors in two high mastery/high performance mathematics classrooms
    • Turner, J. C., Meyer, D. K., Midgley, C., and Patrick, H. (2003). Teacher discourse and sixth graders' reported affect and achievement behaviors in two high mastery/high performance mathematics classrooms. Elementary School Journal, 103, 357-382.
    • (2003) Elementary School Journal , vol.103 , pp. 357-382
    • Turner, J.C.1    Meyer, D.K.2    Midgley, C.3    Patrick, H.4
  • 60
    • 12444289100 scopus 로고    scopus 로고
    • Self-control: A limited yet renewable resource
    • Y. Kashima, M. Foddy and M. J. Platow (Eds.). Mahwah, NJ: Lawrence Erlbaum
    • Twenge, J. M., and Baumeister, R. F. (2002). Self-control: A limited yet renewable resource. In Y. Kashima, M. Foddy and M. J. Platow (Eds.). Self and identity: Personal, social, and symbolic. (pp. 57-70) Mahwah, NJ: Lawrence Erlbaum.
    • (2002) Self and identity: Personal, social, and symbolic , pp. 57-70
    • Twenge, J.M.1    Baumeister, R.F.2
  • 61
    • 0002112644 scopus 로고    scopus 로고
    • Social goals and social relationships as motivators of school adjustment
    • J. Juvonen and K. R. Wentzel (Eds.). New York: Cambridge University Press
    • Wentzel, K. R. (1996). Social goals and social relationships as motivators of school adjustment. In J. Juvonen and K. R. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 226-247). New York: Cambridge University Press.
    • (1996) Social motivation: Understanding children's school adjustment , pp. 226-247
    • Wentzel, K.R.1
  • 63
  • 64
    • 0042279730 scopus 로고    scopus 로고
    • Principal leadership for professional development to build school capacity
    • Youngs, P., and King, M. B. (2002). Principal leadership for professional development to build school capacity. Educational Administrative Quarterly, 38, 643-670.
    • (2002) Educational Administrative Quarterly , vol.38 , pp. 643-670
    • Youngs, P.1    King, M.B.2
  • 65
    • 2442441867 scopus 로고    scopus 로고
    • Emotion metaphors and emotional labor in science teaching
    • Zembylas, M. (2004). Emotion metaphors and emotional labor in science teaching. Science Education, 88, 301-324.
    • (2004) Science Education , vol.88 , pp. 301-324
    • Zembylas, M.1
  • 66
    • 0002115332 scopus 로고    scopus 로고
    • Attaining self-regulation: A social-cognitive perspective
    • M. Boekaerts, P. R. Pintrich, and M. Zeider, (Eds.). San Diego, CA: Academic Press
    • Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, and M. Zeider, (Eds.), Handbook of self-regulation (pp. 13-41). San Diego, CA: Academic Press.
    • (2000) Handbook of self-regulation , pp. 13-41
    • Zimmerman, B.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.