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In this chapter we focus on teacher emotion from an educational psychology lens. In doing so, we explicate some of the current theories related to the nature of emotion. In recent years, there has been renewed interest in the debates about the nature and structure of emotion in psychology and educational psychology. In other words, are there distinct categories of emotions (e.g., anger, fear) or is it more useful to conceptualize emotion with a dimensional model (e.g., pleasant vs. unpleasant, active vs. inactive)? We use those perspectives to help us understand teachers' emotions and discuss research related to how teachers negotiate relationship boundaries with their students, how teachers develop useful emotional climates in their classrooms, and how teachers attempt to deal with the emotional labor needed in negotiating their role as a teacher. Keywords Educational psychology • Teacher emotions • Emotional laborIn essence, schooling, in whatever forms it takes, at its core involves processes of enculturalization where what is believed in and valued within and among cultures is acted and reenacted in ritualized activity settings. It is during these social historical contextualized events that teachers experience, display, and/or create affective experiences. As such, affective experiences are intricately woven into the fabric of classroom experiences and it is those affective experiences and the processes involved with those experiences that are the focus of this chapter.We approach our discussion of affective experiences from what we consider to be an educational psychology perspective. As such, we acknowledge the biological (e

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The authors examined the relationships among achievement motives, emotional regulation, and emotions. They collected data from 425 college undergraduates (110 men, 315 women) and used several scales, including the Achievement Motives Scales ). Findings suggest that approach-avoidance motives were related to different academic emotions (i.e., pleasant and unpleasant) in the expected directions. Approach-avoidance variables, cognitive-appraisal processes, and during-testing processes explained significant amounts of variance in both test hope and test pride, and several categories of students emerged, including those of high approach-low avoidance, low approachhigh avoidance, moderate approach-high avoidance, high approach-moderate avoidance, and moderate approach-low avoidance. The authors also discuss future research and implications. ) used Atkinson's (1960) original 2 × 2 model of the approach-avoidance motive to examine the quadrapolar transactions between the motive to avoid failure and the motive to approach success. Covington and colleague's use of the median-split method with the approach-avoidance motive resulted in the potential of four groups of students: (a) overstrivers (high approach and high avoidance), who tend to have high hopes for success and excessive fear of failure; (b) success-oriented students (high approach and low avoidance), who tend to have high hopes for success and low concern over the fear of failure; (c) failure-avoiding students (low approach and high avoidance), who tend to use the fear of failure as their reason for achieving; and (d) failure acceptors (low approach and low avoidance), who tend to display an absence of both tendencies. Covington and colleague's work suggested that these different groups of students transact and experience unpleasant emotions differently.This long line of research has clearly suggested that approach-avoidance motives may represent basic human processes and that these processes may be related to anxiety and other unpleasant emotions. Thus, to broaden our understanding of emotional regulation related to testing, we used the approach-avoidance motive to develop a theory regarding how these basic motives relate to emotional regulation related to testing and the emotions experienced during testing. Emotional Regulation During TestingGross (1998) defined emotional regulation as "the processes by which individuals influence which emotions they have, when they have them, and how they experience and express these emotions" (p. 275). As such, emotional regulation within the context of self-regulation involves various processes, such as monitoring, evaluating, and modifying one's emotional experiences (Schutz & Davis, 2000;Schutz & DeCuir, 2002;Thompson, 1994). Students direct these efforts at accomplishing their goals by influencing the types of emotions and the intensity and timing of those emotional experiences. Thus, useful emotional regulation involves flexible, situationally responsive, and performance-enhancing strategies used to move the students tow...