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Inducing adaptive emotion regulation by providing the students' perspective: An experimental video study with advanced preservice teachers
ARTICLE

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Learning and Instruction Volume 53, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Is it possible to promote the use of reappraisal as an emotion regulation strategy during teachers’ processing of classroom disruptions? We assume that teachers who are aware of the student perspective use reappraisal more often than teachers who are not aware of the student perspective. In order to test this hypothesis, we presented several video cases that illustrated a problematic classroom situation to preservice teachers in an experimental design. In addition, we presented supplementary information to the experimental group, in which the student who caused the disruption, reflected on his/her behavior by commenting on the teaching situation. In contrast, the video solely depicting the disruption was shown in the control group. Following a thorough stimulus evaluation check (both groups showed comparable emotional evaluation of the video cases), it could be demonstrated that the experimental group used significantly more reappraisal than the control group (

Citation

Kumschick, I.R., Piwowar, V. & Thiel, F. (2018). Inducing adaptive emotion regulation by providing the students' perspective: An experimental video study with advanced preservice teachers. Learning and Instruction, 53(1), 99-108. Elsevier Ltd. Retrieved June 1, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2017.07.010

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