|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|119591||2018||10 صفحه PDF||سفارش دهید||8760 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Learning and Instruction, Volume 53, February 2018, Pages 99-108
Is it possible to promote the use of reappraisal as an emotion regulation strategy during teachersâ processing of classroom disruptions? We assume that teachers who are aware of the student perspective use reappraisal more often than teachers who are not aware of the student perspective. In order to test this hypothesis, we presented several video cases that illustrated a problematic classroom situation to preservice teachers in an experimental design. In addition, we presented supplementary information to the experimental group, in which the student who caused the disruption, reflected on his/her behavior by commenting on the teaching situation. In contrast, the video solely depicting the disruption was shown in the control group. Following a thorough stimulus evaluation check (both groups showed comparable emotional evaluation of the video cases), it could be demonstrated that the experimental group used significantly more reappraisal than the control group (Î·2Â =Â 0.13), while suppression seemed not to be influenced by the student perspectiveâit was equally often used in both groups.