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Motivation and Emotion in Context: Exploring the Influence of Culture and Context on Teachers’ Lives
Tue, April 17, 2:15 to 3:45pm, Sheraton Wall Centre, Floor: Fourth Level, South GalianoSession Submission Type: Symposium
Abstract
Engaging in the day-to-day act of teaching requires significant motivational and emotional work. The emotional energy teachers expend daily often places them at increased risk of emotional burnout. The risk factors are greatest during the beginning years of teaching in schools that serve minorities, ELLs, and low-SES populations. How teachers deal with these challenges are related to certain cognitive, social and contextual factors including motivation, implicit beliefs about emotional display rules, attribution beliefs about the causes of these emotions and teachers’ proficiencies in employing regulatory strategies. The researchers in this symposium investigate transactions among the motivations and emotions of teachers in a range of social and cultural contexts across the career span, thereby extending the knowledge on this important issue.
Sub Unit
Chairs
Papers
Two Novice Teachers’ Negotiations of Figured Worlds and Their Developing Views of Student Motivation - Susan E. Cooper, University of Washington
Teachers’ Emotions in Times of Change: Responding to the Challenges of Multiculturalism and Immigration - Michalinos Zembylas, The Open University of Cyprus
Early Career Mathematics and Science Teachers’ Emotional Experiences, and Emerging Teacher Identities - Paul A. Schutz, The University of Texas - San Antonio; Sharon L. Nichols, The University of Texas - San Antonio; Kimberly Bilica, The University of Texas - San Antonio; Kelly A. Rodgers, City University of New York; Walt Hudson, The University of Texas - San Antonio; Jamie McKenzie Davis, The University of Texas - San Antonio
Examining Emotional Regulation During the Act of Teaching - Dionne Indera Cross, Indiana University; Ji Yeon Hong, University of Oklahoma
Implicit Beliefs About Emotional Display Rules in the Classroom, Emotion Regulation, and Burnout - Mei-Lin Chang, Emory University