Language teachers’ interpersonal learner-directed emotion-regulation strategies

2020 ◽  
pp. 136216882091235 ◽  
Author(s):  
Jakub Bielak ◽  
Anna Mystkowska-Wiertelak
Keyword(s):  
Emotion Regulation ◽  
Language Learning ◽  
Language Learners ◽  
Cognitive Change ◽  
Language Learner ◽  
Language Teachers ◽  
Emotion Regulation Strategies ◽  
Research Attention ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies

The regulation of language learners’ emotions by affective, or emotion-regulation strategies has received limited research attention. This gap is being filled among others by researchers who have developed and are applying a new research tool called Managing Your Emotions for Language Learning (MYE). It is based on the vignette methodology to investigate both positive and negative language learner emotions, emotion-regulation strategies that language learners employ, and language teachers’ interpersonal learner-directed emotion-regulation strategies used in a range of familiar language learning situations. In this study teachers’ interpersonal emotion-regulation strategies and their learner- and teacher-perceived effectiveness were investigated by means of MYE ( n = 64: English-major learners) and semi-structured interviews with learners ( n = 16) and teachers ( n = 9). The results revealed a rich context- and participant-dependent list of language teachers’ interpersonal emotion-regulation strategies, the frequency of which was perceived differently by language learners and teachers, who, however, agreed on their good effectiveness. The strategies belonging to the categories of ‘cognitive change’, ‘situation modification’ and ‘competence enhancement’ were used the most often, but some gaps in teachers’ strategic repertoires were also identified. Pedagogy-wise, MYE seemed to be suitable for closing the gap between learners’ and teachers’ perspectives on teachers’ learner-directed emotion-regulation strategy use. Teachers and their pedagogical practice would benefit from training in the area of emotion-regulation strategies and support of educational authorities.

scholarly journals Comparison of Interpersonal and Intrapersonal Emotion Regulation Models in Explaining Depression and Anxiety Syndrome

2021 ◽  
Author(s):  
Mozhgan Lotfi ◽  
◽  
Mahdi Amini ◽  
Yasaman Shiasy ◽  
◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Emotional Disorders ◽  
Depression And Anxiety ◽  
Emotion Regulation Strategies ◽  
Cross Sectional ◽  
Statistical Population ◽  
Multi Stage ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies ◽  
Regulation Model

Background: Emotion regulation is an important meta-diagnosis construct and one of the common core and underlying dimensions of emotional disorders. Emotion regulation models are divided into two general categories of interpersonal and interpersonal models. Purpose: This study aimed to compare interpersonal and intrapersonal models of emotion regulation in predicting depression and anxiety syndromes in Tehran universities students. Method and material: The method of this study was cross-sectional. The statistical population of this study was all students of public universities in Tehran. Sampling was done using multi-stage cluster and the subjects were evaluated using Emotion Regulation Strategies Questionnaire, Interpersonal Emotion Regulation Questionnaire, Short Difficulty in Emotion Regulation Questionnaire and SCL-25 Questionnaire. Results: Findings showed that intrapersonal and interpersonal emotion regulation strategies have a significant role in explaining depression and anxiety syndrome. Between the two interpersonal and interpersonal emotion regulation models, the interpersonal emotion regulation model had a stronger and more significant effect on prediction of depression and anxiety syndrome (P <0.01). Conclusion: Both intrapersonal and interpersonal emotion regulation models have role in explanation of depression and anxiety syndromes and can be effective in predicting and treating emotional disorders.

scholarly journals Exploring “Sledging” and Interpersonal Emotion-Regulation Strategies in Professional Cricket

2018 ◽  
Vol 32 (2) ◽  
pp. 136-145 ◽  
Author(s):  
Paul A. Davis ◽  
Louise Davis ◽  
Samuel Wills ◽  
Ralph Appleby ◽  
Arne Nieuwenhuys
Keyword(s):  
Emotion Regulation ◽  
Emotional Reaction ◽  
Emotional States ◽  
Emotion Regulation Strategies ◽  
Verbal Interactions ◽  
Semistructured Interviews ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies ◽  
Linguistic Analyses ◽  
The Impact

The present study examines cricketers’ perceptions of emotional interactions between competitors. Semistructured interviews with 12 male professional cricketers explored experiences (i.e., emotions, cognitions, behaviors) relating to incidents during competition where they or an opponent attempted to evoke an emotional reaction (e.g., sledging). Cricketers described their use of sledging as aggressive actions and verbal interactions with the aim of disrupting concentration and altering the emotional states of opponents. They described experiencing a variety of emotions (e.g., anxiety, anger) in response to opponents’ attempts at interpersonal emotion regulation; linguistic analyses indicated that both positive than negative emotions were experienced. A range of strategies in response to competitors’ deliberate attempts at interpersonal emotion regulation were outlined. The present study extends previous research investigating interpersonal emotion regulation within teams by indicating that professional cricketers are aware of the impact of cognitions and emotions on performance and attempt to negatively influence these factors in competitors.

scholarly journals Measuring Language Teacher Emotion Regulation: Development and Validation of the Language Teacher Emotion Regulation Inventory at Workplace (LTERI)

2021 ◽  
Vol 12 ◽  
Author(s):  
Tahereh Heydarnejad ◽  
Gholamreza Zareian ◽  
Saeed Ghaniabadi ◽  
Seyyed Mohammad Reza Adel
Keyword(s):  
Factor Analysis ◽  
Emotion Regulation ◽  
Second Phase ◽  
Emotion Regulation Strategies ◽  
Language Teacher ◽  
Research Attention ◽  
Teacher Emotion ◽  
Significant Difference ◽  
Emotional Demands ◽  
Regulation Strategies

Educational context is a pool of various emotional demands asking for competent teachers who are capable enough to regulate and manage them. The language teacher emotion regulation focuses on the strategies that language teachers implement to regulate their emotions. Considering the paucity of a psychometrically sound instrument in language teacher emotion regulation, this realm has received scant research attention. Thus, the present study was an attempt to develop and validate a conceptually meaningful and psychometrically sound instrument to capture language teacher emotion regulation strategies at workplace. This study is composed of three phases. In the first phase, based on a comprehensive consideration of the existing literature and the results of a semi-structured interview, a six-component model of the language teacher emotion regulation was designed. In the second phase, the results of exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability estimates confirmed the validity and reliability of the instrument. The results of CFA refined the final version of the instrument. The Language Teacher Emotion Regulation Inventory (LTERI) includes 27 items with six dimensions on a 5-point Likert scale. Each dimension assesses a discrete language teacher emotion regulation strategy at workplace: situation selection, situation modification, attention deployment, reappraisal, suppression, and seeking social support. In the third phase, the validated instrument, LTERI was utilized across two different milieus of language teaching in Iran, namely school and university. To do so, an independent samples t-test was applied. As the findings of this phase demonstrated, there is a statistically significant difference between English as a foreign language (EFL) teachers in the two contexts regarding the employed emotion regulation strategies in their professional lives. The implications of the current study can open new perspectives in educational psychology and teacher well-being. Furthermore, the Language Teacher Emotion Regulation Inventory (LTERI) contributes to the field of teacher education by filling the measurement lacuna and advancing quantitative studies in this regard. More significantly, the implications of this study may uncover new prospects for effective teaching and learning, especially during the COVID-19 pandemic, which can provoke various emotional demands for both teachers and learners.

scholarly journals Regulating own and teammates’ emotions prior to competition

2019 ◽  
pp. 5-15
Author(s):  
Andrew Friesen ◽  
Damian Stanley ◽  
Tracey Devonport ◽  
Andrew M. Lane
Keyword(s):  
Emotion Regulation ◽  
Self Efficacy ◽  
Emotion Regulation Strategies ◽  
Athletic Competition ◽  
Difference Variable ◽  
Individual Difference Variable ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies ◽  
Reporting Frequency

We examined intra- and interpersonal emotion regulation in the hour prior to athletic competition. Specifically, we investigated the extent to which differences between experienced and desired emotions were related to emotion regulation processes. Participants (n = 114) from team/doubles sport rated their experienced and desired emotions before a recent competition, and listed strategies used to regulate emotions reporting frequency, effectiveness, and self-efficacy for each strategy used. They followed the same procedure in relation to perceived emotions in a teammate. Results show athletes who experienced emotions close to their desired states reported significantly higher regulatory emotional self-efficacy than those further from their desired states. Further, their emotion regulation strategies were used more frequently and were more effective. Qualitative results indicated that participants attempted to regulate similar emotions in themselves and others, but used different strategies to accomplish these tasks to different degrees of frequency. The findings highlight the role of self-efficacy in emotion regulation; an individual difference variable which merits attention in future emotion regulation interventions.

scholarly journals Olowalu Review: Developing identity through translanguaging in a multilingual literary magazine

2016 ◽  
Vol 18 (2) ◽  
pp. 109
Author(s):  
Alex Josef Kasula
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Education ◽  
Language Learner ◽  
Language Teachers ◽  
English Only ◽  
Literary Magazine ◽  
Learning Policies

With the current trends in our globalized society, there is a clear increase in multilinguals rise; however, the understanding of multilingual identity and policy towards education stays relatively the same. Recent investigation in multilingualism in the US has shed light on the positive impacts of alternating policy in language education with regard to a greater understanding in how translanguaging and identity impact the language learner and language learning policies (Garcia & Wei, 2013). The following article describes the development of an online multilingual literary magazine, Olowalu Review, that aimed to provide English language learners in an English-only language policy a space to translanguage. Thus, having the opportunity to develop and express their multilingual identities. Goals and the development of the magazine are described in terms relating to current multilingual theory. While the outcomes and findings reveal how Olowalu Review enabled multilinguals to foster and exercise multilingual identities and skills, raise multilingual awareness, and act as an important multilingual artifact through an analysis of written submissions and interviews with authors. Pedagogical implications are discussed to empower language teachers, learners, or artists to develop the same or similar project for their own local, national, or global community. 

scholarly journals Personality and Emotion Regulation Strategies

2017 ◽  
Vol 10 (1) ◽  
pp. 53-60 ◽  
Author(s):  
Esti Hayu Purnamaningsih
Keyword(s):  
Emotion Regulation ◽  
Interpersonal Communication ◽  
Internal State ◽  
Cognitive Change ◽  
Personality Factors ◽  
Big Five Personality ◽  
Emotion Regulation Strategies ◽  
Cognitive Behavioural ◽  
Other Information ◽  
Regulation Strategies

The emotions has many important functions in our life such as in relation of interpersonal communication, and health. In interpersonal communicative function aimed to signal to other information about internal state. Emotions manifests in specific cognitive, behavioural, and physiological reactions, thus closely related to health. There is wide variety of ways for individuals to regulate their emotion. In this regard, there are two kindsof emotion regulation strategy; first Antecedent-focused emotion regulation consisting of situation selection, situation modification, attentional deployment, cognitive change and second, Response-focused emotion regulation consisting of suppression. The purpose of this research is to investigate personality factors relatewith emotion regulation strategies. 339 students from Faculty of Psychology, Universitas Gadjah Mada were participating in this study and given The Big Five Personality Factors (Ramdhani, 2012, adaptation), and the modified version of the Emotion Regulation Scale was used, Emotion Regulation Questionnaire (John & Gross,2004) which measure personality and emotion regulation respectively. Using multiple regression analysis, the study indicated that personality predicts emotion regulation strategies.

scholarly journals Reglarea emoțiilor si epuizarea profesională la angajații din sectorul servicii

2020 ◽  
Vol 6 (2) ◽  
pp. 90-102
Author(s):  
Daniela Victoria Zaharia ◽  
Manuela Maria Apostol
Keyword(s):  
Emotion Regulation ◽  
Emotional Regulation ◽  
Cognitive Change ◽  
Future Research ◽  
Response Modulation ◽  
Emotion Regulation Strategies ◽  
Positive Affectivity ◽  
Service Employees ◽  
Regulation Strategies ◽  
Regulation Model

The main objective of this paper is to explore the relations between emotional regulation and burnout among Romanian service employees, and to empirically validate the adequacy of emotional regulation model (Gross, 1998) to the emotional work paradigm. We were interested to clarify not only the relations among positive - negative affectivity of employees and their emotion regulation strategies (attention deployment, cognitive change and response modulation), but also the relations among these strategies and burnout. The empirical research was mainly based on questionnaires developed based on the previous literature in the field, and also on the data gathered directly from Romanian population. The results show that the positive affectivity of service employees relates to certain emotion regulation strategies and prevent burnout. Moreover, certain emotion regulation strategies also prevent burnout. In the end, some practical implications and directions for future research are discussed.

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