In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2 time points (Grades 7 and 8). At Time 2, mathematics teachers' reports of their enjoyment of teaching were available (N ϭ 71), as well as student ratings of teacher enthusiasm. The findings were in line with theoretical expectations. Multilevel structural equation modeling showed that teacher and student enjoyment were positively related even when the authors adjusted for students' previous-class levels of mathematics enjoyment, and that the effect of teacher enjoyment on student enjoyment was mediated by teacher enthusiasm. Discussion centers on the practical implications for affective interactions in the classroom.

This study addresses two questions: what goals do teachers have for their own emotional regulation, and what strategies do teachers report they use to regulate their own emotions. Data were collected from middle school teachers in North East Ohio, USA through a semistructured interview. All but one of the teachers reported regulating their emotions and there were no gender or experience differences in spontaneously discussing emotional regulation. Teachers believed that regulating their emotions helped their teaching effectiveness goals and/or conformed to their idealized emotion image of a teacher. Teachers used a variety of preventative and responsive emotional regulation strategies to help them regulate their emotions. Future research on teachers' emotional regulation goals and strategies should examine the role of culture and the relationship of emotional regulation goals with teachers' other goals, stress, and coping."Don't show them, don't show them" said a second year teacher when asked "When you think about emotions and classroom teaching, what comes to mind?" A teacher with seven years of experience answering the same question for this study said, "Even if I'm not interested, I have to pretend. I have to put up a front that I'm extremely interested in what I'm doing." For these teachers, emotional expression, a component of emotional regulation, is crucial to their teaching.While there is a voluminous theoretical and empirical literature on self regulated learning, this has limited application to teachers' emotional regulation where the focus is on emotions in a work, not learning, environment. However, recent work in social psychology has focused on emotional regulation and from this perspective emotional regulation refers to the unconscious and conscious processes by which individuals influence which emotions they have, when they have them, and how they express these emotions (Gross, 1998a). Teachers, like other individuals, do not experience the same emotion under the same external conditions. For example, a child who does no work may trigger anger in one teacher and sadness in another (Sutton, 2000). When teachers feel an emotion also varies. For example, a teacher may experience surprise at a student's

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