Teacher well-being has been shown to play a central role in the quality of teaching and student achievement(Day & Gu, 2009;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However,the teaching profe...Teacher well-being has been shown to play a central role in the quality of teaching and student achievement(Day & Gu, 2009;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However,the teaching profession is currently in crisis as it faces record rates of burnout and attrition(Borman & Dowling, 2008;Hong, 2010;Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching(Hiver & Dornyei, 2015;Wieczorek, 2016) and to higher education(Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.展开更多
Importance Parents take the lead in parent–child interactions and their emotion regulation ability and empathy during parenting may be associated with children’s emotional/behavioral problems.However,the specific me...Importance Parents take the lead in parent–child interactions and their emotion regulation ability and empathy during parenting may be associated with children’s emotional/behavioral problems.However,the specific mechanisms underlying these associations remain unclear.Objective The present study aimed to explore the effect of parental empathy and emotional regulation on social competence and emotional/behavioral problems in school‐age children.Methods A questionnaire‐based survey was conducted with 274 parents of 8–11‐year‐old children using Achenbach’s Child Behavior Checklist,the Emotion Regulation Questionnaire,and the Questionnaire of Cognitive and Affective Empathy.Results Children with emotional/behavioral problems(n=37)had relatively lower social competence than children in a matched control group(n=37).Compared with the parents of children in the control group,parents of children with emotional/behavioral problems had significantly lower cognitive empathy scores,mainly manifested by low perspective‐taking and online simulation abilities.Mediation analysis showed that parental cognitive empathy had an indirect effect on children’s emotional/behavioral problems through children’s social competence.Interpretation Parental empathy may have a subtle influence on the social competence of school‐aged children,which further affects the severity of children’s emotional/behavioral problems.展开更多
文摘Teacher well-being has been shown to play a central role in the quality of teaching and student achievement(Day & Gu, 2009;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However,the teaching profession is currently in crisis as it faces record rates of burnout and attrition(Borman & Dowling, 2008;Hong, 2010;Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching(Hiver & Dornyei, 2015;Wieczorek, 2016) and to higher education(Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.
基金Natural Science Foundation of Shandong Province(ZR2017LC023)the Humanities and Social Science Research Project,Ministry of Education,China(19YJA190006)the Postgraduate Tutor Guidance Ability Improvement Project of Shandong Province(SDYY18148)and Weifang Medical University Overseas Visiting Scholar Grants Program(2017).
文摘Importance Parents take the lead in parent–child interactions and their emotion regulation ability and empathy during parenting may be associated with children’s emotional/behavioral problems.However,the specific mechanisms underlying these associations remain unclear.Objective The present study aimed to explore the effect of parental empathy and emotional regulation on social competence and emotional/behavioral problems in school‐age children.Methods A questionnaire‐based survey was conducted with 274 parents of 8–11‐year‐old children using Achenbach’s Child Behavior Checklist,the Emotion Regulation Questionnaire,and the Questionnaire of Cognitive and Affective Empathy.Results Children with emotional/behavioral problems(n=37)had relatively lower social competence than children in a matched control group(n=37).Compared with the parents of children in the control group,parents of children with emotional/behavioral problems had significantly lower cognitive empathy scores,mainly manifested by low perspective‐taking and online simulation abilities.Mediation analysis showed that parental cognitive empathy had an indirect effect on children’s emotional/behavioral problems through children’s social competence.Interpretation Parental empathy may have a subtle influence on the social competence of school‐aged children,which further affects the severity of children’s emotional/behavioral problems.
