A Study of the Relationship between Emotion Regulation and Job Burnout among Junior High School Novice English Teachers

This study aimed to examine the relationship between junior high school novice English teachers’emotion regulation and job burnout.To achieve this purpose,a survey consisting of various scales was administered to 133 primary school teachers selected from Yunnan Province in China.Statistical analyses revealed gender differences in job burnout and emotion regulation among these teachers and highlighted the association between these two variables.The findings established that male novice English teachers in junior schools generally experience lower levels of job burnout and possess better emotion regulation skills compared to their female counterparts.Additionally,a strong negative correlation was identified between job burnout and emotional regulation skills,indicating that the stronger the emotional regulation skills,the less likely novice English teachers are to experience job burnout.The study further emphasized caution in the use of cognitive reappraisal as an emotion regulation strategy,as it may have an adverse effect on mitigating job burnout.This study concluded with recommendations for providing junior high school novice English teachers with opportunities to develop and enhance their emotion regulation skills to reduce job burnout effectively.

Emotional Value Care to Promote Emotional Communication Between Teachers and Students Under the New Era of Education Mode

With the development of the times and the progress of the society,the ancient education mode can no longer meet the requirements of the times.The concept of educating people must keep pace with the times.The way teachers and students get along is no longer like in ancient times,where teachers teach students to listen.In the new era,it is necessary to build a new model of interaction between teachers and students.If educators pay attention and come to understand students’psychology,listen to students’aspirations,tend to students’emotions,grow in love for education,and treat students from their hearts,they would be able to win the favor of students.Paying attention to students’emotional value can promote emotional communication between teachers and students.It is possible to adapt to the requirements of the new era for the construction of morality and ethics among teachers by caring for students’emotional value.

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment:Learning Experience as a Mediator

Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.

The Research about the Role and influence of Teacher emotional support in Online Learning Environment

At the beginning of 2020,the“COVID-19”came out.Affected by the outbreaks,the universities have to carry out online teaching.Online learning provides students with full freedom and personalized learning space,but at the same time,it also brings problems such as weak feelings between teachers and students and lack of learning experience.To solve these problems,this paper adopts the methods of questionnaire survey,experimental control and behavioral modeling.This paper studies how teachers’emotional support behavior affects students’learning process and learning emotion in online learning environment,and proposes that teachers’emotional support behavior is appealed and desired by students.Positive teachers’emotional support behavior can promote students’learning process and improve students’learning emotion.

Impress of intergenerational emotional support on the depression in non-cohabiting parents

BACKGROUND Mental health is one of the important dimensions of health,while depression is an important indicator of mental health evaluation.AIM To investigate the association between intergenerational emotional support and depression of non-cohabiting parents(≥45 years old)in China.METHODS We used the fourth wave data from the China Health and Retirement Longitudinal Study(2015).The data was made up of ten main modules,the associated two datasets,and five constructed datasets.The first step is to select the corresponding module data according to the purpose of this study.Moreover,the data of the six modules are integrated by the unique ID code and we choose depression and non-cohabiting items as the selection conditions.4810 samples were selected,which mainly included data on intergenerational emotional support and the individual scores on depressive symptoms.RESULTS The average age of 4810 respondents was(60.56±14.613)years old.Females were accounted for more than half of the samples(52.6%).74.0%respondents from rural areas and approximately 63.3%of the participants had a chronic disease.The mean value of the CESD-10 score was 13.06(SD5.225).Both faces to face and phone contacts were protective factors on depression symptoms in the mid-aged and seniors in China(P<0.05).In terms of the frequency of face to face contact,the more frequently you met your parents,the lower your parents'depressive score was.Also,phone contact variable results are displayed as a positive correlation completely between inter-generational contacts from children and depressive symptoms in non-cohabiting parents in China.Children’s education level and income level were also reducing the risk of depression in noncohabiting parents.However,gender,children’s numerous,chronic disease and chronic disease number were the risk factors.CONCLUSION Intergenerational emotional support is associated with depressive symptoms in non-cohabiting parents in China.However,the relationship was also affected by other variables.

Effect of Online Social Networking on Emotional Status and Its Interaction with Offline Reality during the Early Stage of the COVID-19 Pandemic in China

Background:During the early stages of the COVID-19 pandemic in China,social interactions shifted to online spaces due to lockdowns and social distancing measures.As a result,the impact of online social networking on users’emotional status has become stronger than ever.This study examines the association between online social networking and Internet users’emotional status and how offline reality affects this relationship.Methods:The study utilizes cross-sectional online survey data(n=3004)and Baidu Migration big data from the first 3 months of the pandemic.Two dimensions of online networking are measured:social support and information sources.Results:First,individuals’online social support(β=0.16,p<0.05)and information sources(β=0.08,p<0.01)are both positively associated to their emotional status during the epidemic.Second,these positive associations are moderated by social status and provincial pandemic control interventions.With regards to the moderation effect of social status,the constructive impact of information sources on emotional well-being is more pronounced among individuals from vulnerable groups compared to those who are not.With regard to the moderation effect of provincial interventions,online social support has the potential to alleviate the adverse repercussions of high rates of confirmed COVID-19 cases and strict lockdown measures while simultaneously augmenting the favorable effects of recovery.Conclusion:The various dimensions of social networking exert distinct effects on emotional status through diverse mechanisms,all of which must be taken into account when designing and adapting pandemic-control interventions.

Relationships between Emotional Well-Being, Patient Activation and Social Support among Adults with Severe Obesity Who Have Undergone Gastric Bypass Surgery

Objective: To examine the relationship between emotional well-being, patient activation and social support in a cohort of adults with severe obesity who underwent gastric bypass surgery from January to December 2012. Design: Cross-sectional survey. Subjects: Of a total population of 129 people, aged 18 - 68 years, at a local hospital in central Norway, 64 (50%) responding to the questionnaire, 52 (81%) being women. Main Outcome Measures: The World Health Organization—Five Well-Being Index (WHO-5), the 13-item Patient Activation Measure (PAM-13), a 16-item instrument on the frequency and content of social support, and demographic and clinical data. Results: A significant positive association was found between higher level of patient activation and better emotional well-being (P = 0.02) in linear regression analysis. A higher level of family support was significantly associated with better emotional well-being (practical social support from the family (P = 0.04), emotional social support from family (P = 0.01) and from friends (P = 0.005)). Conclusion: Screening tools for emotional well-being should be used systematically in postoperative consultations to recognize those who need a more individually tailored post-surgery follow-up care after gastric bypass surgery. In addition, health care providers in both specialist and primary health care settings should consider assessing the level of social support as part of regular follow-up routines.

Emotional Support and Well-Being of Adults with Congenital Heart Disease (ACHD): Contributions of a Specialist Nursing Service

Living with a congenital heart condition can require a daunting and uncertain patient journey during which the support of a specialist nursing service is vital. A descriptive, cross-sectional evaluation completed over two years, utilised a postal questionnaire to investigate patient’s satisfaction with aspects of service. Qualitative responses to open questions on satisfaction with emotional support (n = 103) and contributions to well-being (n = 90) were analysed using a framework approach which identified eight themes. Professional knowledge and expertise, service accessibility, caring attributes, enabling patients to cope with anxiety, depression and meeting changing needs contributed positively to both patient well-being and emotional support. Family support was influential on emotional support alone, whilst mediating medical liaison exerted an impact on well-being by enhancing feelings of security. In conclusion, the specialist nursing service contributed positively to well-being and emotional support of patients and thereby to selective aspects of continuity of care.

The Effects of Emotions between Teachers and Students

"Effects of emotions between teachers and students"is the core problem in the essay.According to the core problem,concerned books are used to supply with theory base.At the second stage,practice is applied.Then a conclusion is drawn that teachers'emotions have strong effects on students,on their emotions and study.Therefore,finding ways for teachers to influence students with positive emotions is necessary.

English as Foreign Language(EFL)Teachers’Efficacy and Positive Achievement Emotions:Relations to Instructional Changes After Attending a Study Abroad Program

Due to government policy,the number of study abroad professional de­velopment program for EFL teachers increased greatly in China during recent years.Study abroad program aims to help EFL teachers improve their knowledge and teaching practices,which requires them to make ad­justments to their traditional teaching styles accordingly.Hence,teachers may experience strong emotional reactions when they are faced with dif­ferent modes of teaching methods.From the perspective of“emotion”,this study used control-value theory of achievement emotions as the theoretical framework to examine the relationship between teacher efficacy,positive achievement emotions,and instructional changes among 386 Chinese EFL teachers who attended study abroad programs.Purposive sampling was used in data collection.Data analysis was conducted using Structural Equa­tion Model(SEM).The results showed that teacher efficacy correlated pos­itively with positive achievement emotions(enjoyment,hope,and pride)and instructional changes.Positive achievement emotions mediated the relationship between teacher efficacy and instructional changes.Findings showed the impact of teacher efficacy and positive achievement emotions on changes in teachers’thinking and instructional practices.Based on the findings and limitations of this study,implications on teacher education and professional development program,directions and suggestions for future studies are discussed.

Support vector machines for emotion recognition in Chinese speech

Support vector machines (SVMs) are utilized for emotion recognition in Chinese speech in this paper. Both binary class discrimination and the multi class discrimination are discussed. It proves that the emotional features construct a nonlinear problem in the input space, and SVMs based on nonlinear mapping can solve it more effectively than other linear methods. Multi class classification based on SVMs with a soft decision function is constructed to classify the four emotion situations. Compared with principal component analysis (PCA) method and modified PCA method, SVMs perform the best result in multi class discrimination by using nonlinear kernel mapping.

EMOTIONAL SPEECH RECOGNITION BASED ON SVM WITH GMM SUPERVECTOR

Emotion recognition from speech is an important field of research in human computer interaction. In this letter the framework of Support Vector Machines (SVM) with Gaussian Mixture Model (GMM) supervector is introduced for emotional speech recognition. Because of the importance of variance in reflecting the distribution of speech, the normalized mean vectors potential to exploit the information from the variance are adopted to form the GMM supervector. Comparative experiments from five aspects are conducted to study their corresponding effect to system performance. The experiment results, which indicate that the influence of number of mixtures is strong as well as influence of duration is weak, provide basis for the train set selection of Universal Background Model (UBM).

A NEW SVM BASED EMOTIONAL CLASSIFICATION OF IMAGE

How high-level emotional representation of art paintings can be inferred from percep tual level features suited for the particular classes (dynamic vs. static classification)is presented. The key points are feature selection and classification. According to the strong relationship between notable lines of image and human sensations, a novel feature vector WLDLV (Weighted Line Direction-Length Vector) is proposed, which includes both orientation and length information of lines in an image. Classification is performed by SVM (Support Vector Machine) and images can be classified into dynamic and static. Experimental results demonstrate the effectiveness and superiority of the algorithm.

Relationship between negative emotions and perceived support among parents of hospitalized,critically ill children

Objectives:The purpose of this study was to describe relationships between negative emotions and perceived emotional support in parents of children admitted to the pediatric intensive care unit(PICU).Methods:This cross-sectional descriptive study conducted face-to-face interviews between January 2019 and January 2020.Study variables included depression(PHQ-9 Scale),anxiety(Emotional Distress-Anxiety-Short Form 8a),anger(Emotional Distress-Anger-Short Form 5a),fear(Fear-Affect Computerized Adaptive Test),somatic fear(Fear-Somatic Arousal-Fixed Form),loneliness(Revised 20-item UCLA Loneliness Scale),and perceived emotional support(Emotional Support-Fixed Form).Results:Eighty parents reported symptoms of depression 8.00(4.00,13.75),anxiety(23.43±7.80),anger(13.40±5.46),fear(72.81±27.26),somatic fear 9.00(6.00,12.75),loneliness(39.35±12.00),and low perceived emotional support(32.14±8.06).Parents who were young,single,low-income,and with limited-post secondary education reported greater loneliness and lower perceived emotional support.Fear correlated with depression(r=0.737,P<0.01)and anxiety(r=0.900,P<0.01).Inverse relationships were discovered between perceived emotional support and loneliness(r=-0.767,P<0.01),anger(r=-0.401,P<0.01),and depression(r=-0.334,P<0.01).Conclusions:The cluster of negative emotions identified will serve as potential targets for future interventions designed to enhance support for parents of critically ill children.

Work-Family Conflict in Nursing: The Role of Work Schedules, Familial Antecedents and Emotional Regulation

This paper explores the influences of Emotional Regulation (ER) and work schedules on work-family conflict (WFC) among Italian nurses, also accounting for some familial variables. The data used in this study come from a survey conducted on 191 nurses working in two public hospitals of Tuscany (Italy). Stepwise multiple regressions were applied to examine the relationships among these variables, using the WFC as dependent variable. We found that some work related dimensions had direct effects on WFC outcomes;however, these impacts on the criterion variables are modified by the effects exerted by specific ER strategies.

A Study on the Dilemma of Contemporary Teachers'Moral Life

The essence of teachers is to live a moral life with students and create a possible moral life together.At present,the alienation of teachers'moral life has reached an amazing degree.Based on this,at the conceptual level,rediscover the emotional dimension of teachers'moral life in a humanistic way and turn to the inner power of teachers'emotional life.At the practical level,it emphasizes the cultivation of emotional quality of moral life.

A Narrative Study on Young Female English Teacher’s Emotion in Research Career in Independent University

Young female English teachers in independent college have dealt with a range of emotions over their research careers,which have influenced their research cognition and professional growth.This narrative case study purposefully selected two young female English instructors in an independent university as participants.Semi-structured interviews,narrative frames,and log records were used to look into their dynamic emotional experiences in research,ecological and environmental elements affecting their emotions,and the regulating strategies.This study gives the following three primary results:the participants transitioned from positive to negative to mostly positive emotions;there was a complicate combination of positive and negative emotions in their research growth with the positive emotions dominating;two kinds of regulating tactics are presented.

《乡村教师支持计划》政策的实施成效与完善之策

《乡村教师支持计划》实施以来,全国各地政府高度重视,根据国家颁布的政策、结合本地实际情况,制订了地方乡村教师支持计划政策。该政策实施后产生了一定的积极作用,有效解决了乡村学校教师数量短缺问题,提高了乡村教师的留任意愿,促进了城乡教师交流,提升了乡村教师培训效果,提升了乡村教师队伍的整体素质和教学能力,进一步完善了乡村教师队伍建设保障机制,形成了一支结构合理、具有较高业务水平的乡村教师队伍,有效提升了乡村义务教育质量,促进了城乡义务教育均衡发展。尽管《支持计划》政策取得了很大成效,但还存在政策文本缺乏科学合理性、政策制度体系不完善、政策监管机制不健全等问题,需要进一步完善《支持计划》政策,建立健全相关制度和督查机制等,以确保《支持计划》政策实施的有效性。

双向综合心理干预对唇腭裂患儿及其父母的影响

目的探讨双向综合心理干预配合健康教育对唇腭裂患儿的干预效果。方法选取2022年1月—2023年1月医院收治的60例唇腭裂患儿及其父母为研究对象,按照组间基本特征具有可比性的原则分为观察组与对照组,每组30例。对照组行常规护理,观察组在常规护理基础上采用双向综合心理干预配合健康教育的模式。对比两组患儿希望水平及心理状态,评价父母的社会支持状况及其精神症状评分,以及患儿、父母的生活质量。结果干预前,两组患儿希望水平量表评分比较差异无统计学意义(P>0.05);干预后,观察组患儿希望水平量表评分高于对照组,差异有统计学意义(P<0.05)。干预前,两组患儿的汉密尔顿焦虑、抑郁评分及父母精神症状评分对比差异无统计学意义(P>0.05);干预后,观察组患儿汉密尔顿焦虑、抑郁量表评分及父母精神症状评分低于对照组,差异有统计学意义(P<0.05)。干预前,两组父母社会支持评分对比差异无统计学意义(P>0.05);干预后,观察组患儿父母社会支持评分高于对照组,差异有统计学意义(P<0.05)。干预前,患儿、父母的生活质量评分对比差异无统计学意义(P>0.05);干预后,观察组患儿、父母的生活质量评分均高于对照组,差异有统计学意义(P<0.05)。结论双向综合心理护理配合健康教育可改善患儿、父母的生活质量,提升患儿的希望水平,改善心理健康;提升父母的社会支持状况,缓解精神症状,对患儿的持续治疗起到保障作用。

教师情绪调节研究:从个体取向到人际取向

人际互动是教师工作的基础与核心,因此教育活动充满着情绪的流动,而情绪调节亦渗透和弥漫于教师日常工作之中。教师情绪调节研究因其多学科融合的特性,发展出了三条经典的理论路径,即情绪调节、情绪劳动和情绪管理,但三条路径总体上表现出明显的个体化倾向,缺少对情绪调节的人际特性和动态过程的考量。近十年来,国际情绪调节研究的理论视角出现了从个体取向到人际取向的转向。人际取向的情绪调节研究经历了从萌芽期到成型期的发展历程,已发展出了较为成熟的理论模型和测量工具。鉴于教师工作鲜明的人际特性与国际情绪调节研究近来的视角转向,人际取向的教师情绪调节研究亟待学界的关注与深入探究。未来人际取向的教师情绪调节研究需留意新兴理论在教育研究中的应用和调适,以及由此产生的文化适应性和本土化应用问题。