教师情绪调节研究：从个体取向到人际取向

doi:10.16382/j.cnki.1000-5560.2024.07.007

摘要/Abstract

摘要：

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。

关键词: 教师情绪, 情绪调节, 个体情绪调节, 人际情绪调节, 视角转向

Abstract:

Interpersonal interactions are the foundation and center of teachers’ work. Therefore, educational activities are full of the flow of emotions, and emotions permeate and pervade teachers’ daily work. Due to its multi-disciplinary nature, the research on teachers’ emotion regulation has evolved three typical approaches, namely, emotion regulation, emotional labor, and emotional management. However, these three approaches demonstrate a notable individualistic inclination, and lack the adequate attention to the interpersonal characteristics and dynamic processes of emotion regulation. In the past decade, the international literature on emotion regulation has emerged a shift from an individual orientation to an interpersonal orientation. Gradually, the interpersonal-oriented emotion regulation research has experienced the stages of germination and formation. The emerging field of interpersonal emotion regulation has developed some theoretical models and measurement tools that have been applied in various disciplines. It is valuable for the researchers to further strengthen the interpersonal-oriented teacher emotion regulation research because of the interpersonal characteristics of teachers’ work and the recent perspective shift in emotion regulation research. In future, when applying and adjusting the cutting-edge theories to educational research, researchers who are interested in teachers’ emotion regulation need to pay enough attention to the issues of cultural differences and contextual adaptations.

Key words: teacher emotion, emotion regulation, individual emotion regulation, interpersonal emotion regulation, perspective shift

王文岚, 蒋文艳, 尹弘飚. 教师情绪调节研究：从个体取向到人际取向[J]. 华东师范大学学报(教育科学版), 2024, 42(7): 77-88.

Wenlan Wang, Wenyan Jiang, Hongbiao Yin. Research on Teachers’ Emotion Regulation: The Shift from Individual Orientation to Interpersonal Orientation[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(7): 77-88.

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	正向调节情感的策略	负向调节情感的策略
参与策略	积极参与	消极参与
	情感参与：正向调节对方对某种情况的感受，例如允许对方发泄。 -聚焦问题：例如倾听他人问题 -聚焦调节对象：例如指出对方的优点	情感参与：负向调节对方对某种情况的感受，例如剖析对方如何伤害了他人。
	认知参与：试图改变对方对某种情况的思考方式来改善对方的感受，例如给予对方建议。	行为参与：试图改变对方在某种情况下的行为方式而负向调节对方的感受，例如抱怨目标的行为。
关系导向策略	接受策略	拒绝策略
	注意策略：给予关注以表示认可之意，例如明确表示你的关心之意。 -重视：例如让对方感觉自己很特别 -分散注意力：例如为对方安排其他活动	拒绝对方感受的策略：拒绝对方的感受以表示冷落之意，例如明确表示你不关心对方的感受。 -对抗性策略：例如对对方无礼 -非对抗性策略：例如无视对方
	幽默策略：保持幽默以表示认可之意，例如与对方开玩笑。	自我感受优先的策略：把自己的感受放在第一位以表示冷落之意，例如在对方身边生闷气。

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