Perceived Teacher Empathy and Teenagers' Positive Academic Emotions: The Mediating Effect of Interpersonal Emotion Regulation

Autor/inn/en	Wang, Shuyin; Li, Xu; Lu, Jiamei; Yu, Meiqi
Titel	Perceived Teacher Empathy and Teenagers' Positive Academic Emotions: The Mediating Effect of Interpersonal Emotion Regulation
Quelle	In: School Psychology International, 43 (2022) 5, S.443-459 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Shuyin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343221113004
Schlagwörter	Foreign Countries; Adolescents; Middle School Students; Student Attitudes; Perception; Empathy; Teacher Student Relationship; Teacher Behavior; Emotional Response; Academic Achievement; Positive Attitudes; Self Control; China; Interpersonal Reactivity Index + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Wahrnehmung; Empathie; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Emotionales Verhalten; Schulleistung; Selbstbeherrschung
Abstract	Although teacher empathy has an important influence on adolescents' positive academic emotions, the mediating mechanism between these two factors remains unclear. This study examines whether interpersonal emotion regulation plays a mediating role in the relationship between perceived teacher empathy and teenagers' positive academic emotions. A total of 755 teenagers completed the Interpersonal Reactivity Index, the Adolescents' Academic Emotions Questionnaire, and the Interpersonal Regulation Questionnaire. The results revealed significant correlations between two subscales of the Interpersonal Reactivity Index, perspective-taking and empathic concern; two dimensions of the Adolescents' Academic Emotions Questionnaire, high and low positive arousal; and two dimensions of the Interpersonal Regulation Questionnaire, positive and negative emotion interpersonal emotion regulation. Perceived teacher empathy positively predicted teenagers' positive academic emotions, and interpersonal emotion regulation played a mediating role. (As Provided).
Anmerkungen	SAGE Publications. 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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01