Teachers' Daily Negative Emotions in Interactions with Individual Students in Special Education

Autor/inn/en	Koenen, Anne-Katrien; Vervoort, Eleonora; Kelchtermans, Geert; Verschueren, Karine; Spilt, Jantine L.
Titel	Teachers' Daily Negative Emotions in Interactions with Individual Students in Special Education
Quelle	In: Journal of Emotional and Behavioral Disorders, 27 (2019) 1, S.37-51 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426617739579
Schlagwörter	Teacher Student Relationship; Special Education; Psychological Patterns; Emotional Disturbances; Behavior Disorders; Self Efficacy; Teaching Styles; Student Adjustment; Teacher Attitudes; Beginning Teachers; Special Education Teachers; Teacher Characteristics; Student Characteristics; Elementary School Teachers; Elementary School Students; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Gefühlsstörung; Self-efficacy; Selbstwirksamkeit; Lehrstil; Unterrichtsstil; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lehrerverhalten; Junior teacher; Junglehrer; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Ausland; Belgien
Abstract	To understand and support teacher-student interactions, there is a need for research on teachers' daily emotions in interactions with students. Therefore, this study investigated the development of teachers' negative emotions in interactions with individual students with attachment problems. Using a 3-week diary study, data were collected from 71 teacher-student dyads in special education schools for students with emotional and behavioral disorders. Overall, the development of both activating (e.g., anger) and deactivating (e.g., helplessness) negative emotions was low and stable over time. Teachers with high self-efficacy and teachers with a high supportive teaching style were less likely to experience intensity of and variability in negative emotions. Student maladjustment and teachers' depersonalization attitudes were positively associated with more activating negative emotions. Beginning teachers reported more deactivating negative emotions. The study highlights the need of emotion-focused interventions for teachers to promote positive interactions between teachers and individual students. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01