Chinese Teachers’ Emotion Regulation Goals and Strategies.docVIP

Psychology 2013. Vol.4, No.11, 870-877 Published Online November 2013 in SciRes (/journal/psych) /10.4236/psych.2013.411125 Chinese Teachers’ Emotion Regulation Goals and Strategies Shaoying Gong , Xiaoyun Chai , Ting Duan , Liu Zhong , Yongqing Jiao 1,2 2,3 2 2 2 1 Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China 2 Key Laboratory of Human Development and Mental Health of Hubei Province, School of Psychology, Central China Normal University, Wuhan, China 3 Center for Mental Health Education, Hubei University of Automotive Technology, Shiyan, China Email: gongsy_psy@163.com Received August 16 , 2013; revised September 14 , 2013; accepted October 16 , 2013 th th th Copyright ? 2013 Shaoying Gong et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. This study aimed to explore Chinese teachers’ emotion regulation goals and strategies used before, in, and after classroom teaching. Thirty-four teachers from elementary, middle and high schools were inter- viewed with semi-structure questionnaire. Chinese teachers’ goals for regulating emotions included achiev- ing instructional goals, decreasing the negative impact of emotions on student learning, confirming the professional and ethical norms, maintaining teachers’ and students’ mental health, keeping positive emo- tional images, and nurturing good teacher-student relationships. Teachers used various antecedent-fo- cused and response-focused strategies to control their emotions be