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The Effect of Teacher Emotion Regulation Strategies on Work Engagement ——The Mediation Effects of Classroom Emotion and Teacher Efficacy
Pages: 49-54
Year: Issue:  1
Journal: Teacher Education Research

Keyword:  认知重评表达抑制课堂情绪教师效能感工作投入;
Abstract: 本研究采用问卷法调查了503名中小学教师,考察课堂情绪和教师效能感在情绪调节策略与工作投入之间的中介作用.结果发现:(1)认知重评策略不仪能直接正向地预测工作投入,也能通过积极、消极课堂情绪及教师效能感间接预测工作投入,还可通过积极、消极课堂情绪经教师效能感的多重中介间接预测工作投入.(2)表达抑制策略不能直接预测工作投入,但能通过积极课堂情绪间接预测工作投入,也可通过积极课堂情绪经效能感的多重中介间接预测工作投入.
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