Situation-Specific Emotions and Emotion Regulation Strategies Among Teachers: Insights From a Multilevel Latent Profile Analysis

• In Event: Spotlight on Teachers: Insights From Teacher Emotion and Motivation Research

Abstract

The goal of this present study was to examine teachers' emotions, specifically joy and anger, and their emotion regulation in positive or negative experiences in teaching as compared to other work situations. A total of 165 teachers participated in a diary study over sixteen consecutive days. Multilevel latent profile analyses revealed five patterns at Level 1 (situational) and four profiles at Level 2 (individual). These findings indicate that teachers use specific combinations of emotion regulation strategies simultaneously and that these patterns vary among individual teachers. Additionally, considering situational factors highlighted the contextual impact. Teachers employed different patterns based on the context, whether it was teaching versus non-teaching situations, and depending on the intensity of the experience of joy and anger.

Authors

• Tanja Bross, University of Augsburg

• Anne C. Frenzel, University of Munich

• Ulrike Elisabeth Nett, Augsburg University