Conceal It, Don't Feel It! An Exploration of Teachers' Hidden Negative Emotions in the Classroom

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-1 - Role of Teachers in Supporting Student Motivation and Learning

Abstract

Recent research has emphasized the importance of emotion regulation and emotional labor for teachers; however that research has focused on how emotions are regulated or managed and not on which emotions are regulated or managed. The present study investigated the frequency teachers report hiding discrete negative emotions and how critical teacher constructs are related to those reports on a discrete and on a molar scale level. Results indicate that on a molar level hiding negative emotions is related to poor physical health, whereas at the discrete level differential relationships between the discrete emotions and the critical teacher constructs were found, with hidden dislike, boredom, and helplessness standing out. The results provide implications for designing interventions on optimizing teachers’ emotional lives.

Authors

• Jamie Taxer, Stanford University

• Anne C. Frenzel, University of Munich (LMU)