University Teachers’ Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences Across Cultural-Educational Contexts

Hagenauer, Gerda; Gläser‐Zikuda, Michaela; Jones, Cheryl

doi:10.14786/flr.v4i2.236

Cited by 5 publications

(2 citation statements)

References 38 publications

(45 reference statements)

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“…Furthermore, many cross-cultural studies of emotions have examined emotion expression in social situations. Few studies have analyzed the role of culture in relation to teachers' emotion regulation, where the only exception is the study conducted by Hagenauer, Gläser-Zikuda, and Volet (2016). They studied how university teachers in two individualistic countries (Australia and German) displayed their emotions and what they perceived as an ideal teacherstudent relationship.…”

Section: The Role Of Culture In Emotion Regulationmentioning

confidence: 99%

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus

Chahkandi¹,

Rasekh²,

Tavakoli³

2016

IJAL

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This research intends to explore the efficacious English teachers' goals and strategies to effectively manage their own as well as their students' emotions. The data of the study included interviews with 22 English teachers and 92 diary journals kept by 12 teachers who were among the top 20% of ELTEI (ELT teacher efficacy instrument) scorers and identified as efficacious English teachers. The results indicated that teachers' goals for regulating their positive emotions included maintaining authority in relation to students, presenting unbiased teacher character, and enhancing teaching effectiveness. For regulating negative emotions, the goals included maintaining the teacher and students' mental health, promoting teacher-student relationships, and reinforcing the image of teachers as moral guides. Teachers also used a variety of antecedent-focused and response-focused strategies hierarchically for effective emotion management including situation selection, situation modification, attention deployment, cognitive change, and response modulation. The findings were discussed with reference to the role of culture in emotion regulation and effectiveness of different sub-strategies. The results may promise some implications for teacher education programs and teacher educators about the inclusion of professional development opportunities for EFL teachers in terms of effective emotion management.

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Section: The Role Of Culture In Emotion Regulationmentioning

confidence: 99%

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus

Chahkandi¹,

Rasekh²,

Tavakoli³

2016

IJAL

View full text Add to dashboard Cite

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“…This particular area of staff-student interactions is still relatively under-explored (Van Kleef, Homan andCheshin 2012, Hagenauer, Gläser-Zikuda andVolet 2016), despite a number of researchers highlighting its worthwhileness some years ago. Barry et al (2004), Morris and Keltner (2006) and Smithey Fulmer, Barry and Long (2008), for example, all comment on the relative paucity of conceptual and empirical work on the tactical use of emotion.…”

Section: Introductionmentioning

confidence: 99%

University students and emotional bargaining: a comparative study of staff perspectives in Northern Europe

Bartram

2018

Research in Post-Compulsory Education

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This paper examines lecturers' perspectives on students' 'emotional bargaining' in higher education (HE). Based on a social-functional understanding of emotions, it utilises a smallscale qualitative survey approach to explore and compare the views of 43 teaching staff at three universities in England, the Netherlands and Sweden. Particular consideration is given to staff perceptions of students' motives for engaging in such behaviour and the factors potentially driving it. Findings suggest broadly similar views are held by the respondents across the three settings, and staff views on potential 'solutions' are investigated. The study offers tentative evidence that the neo-liberal logics perceived to guide university policies and practices may be a central factor in engendering student bargaining behaviours, particularly in the English context, where neo-liberal regimes are arguably more pronounced. Finally, an attempt is made to identify a number of recommendations for institutional consideration and potential practice.

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Student–Teacher Relationships: The Elephant in the Classroom

Taylor

2019

Connecting Adult Learning and Knowledge Management

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University Teachers’ Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences Across Cultural-Educational Contexts

Abstract: Research on teachers' emotion display and the quality of the teacher-student relationship in higher education is increasingly significant in the context

Cited by 5 publications

References 38 publications

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus

University students and emotional bargaining: a comparative study of staff perspectives in Northern Europe

Student–Teacher Relationships: The Elephant in the Classroom

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