Longitudinal trajectories of teacher emotions among teachers in role transition: the role of emotional intelligence and teacher-student relationships
Author:
Funder
the General Projects for Humanities and Social Science Research of Ministry of Education, China
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s12144-024-05893-x.pdf
Reference48 articles.
1. Andersen, R. J., Evans, I. M., & Harvey, S. T. (2012). Insider views of the emotional climate of the classroom: What New Zealand children tell us about their teachers’ feelings. Journal of Research in Childhood Education, 26(2), 199–220. https://doi.org/10.1080/02568543.2012.657748.
2. Ang, R. P., Ong, S. L., & Li, X. (2020). Student version of the teacher–student relationship inventory (S-TSRI): Development, validation and invariance. Frontiers in Psychology, 11, 1724. https://doi.org/10.3389/fpsyg.2020.01724.
3. Atmaca, Ç., Rızaoğlu, F., Türkdoğan, T., & Yaylı, D. (2020). An emotion focused approach in predicting teacher burnout and job satisfaction. Teaching and Teacher Education, 90, 103025. https://doi.org/10.1016/j.tate.2020.103025.
4. Bosman, R. J., Roorda, D. L., van der Veen, I., & Koomen, H. M. (2018). Teacher-student relationship quality from kindergarten to sixth grade and students’ school adjustment: A person-centered approach. Journal of School Psychology, 68, 177–194. https://doi.org/10.1016/j.jsp.2018.03.006.
5. Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant, and incremental validity of competing measures of emotional intelligence. Personality and Social Psychology Bulletin, 29(9), 1147–1158. https://doi.org/10.1177/0146167203254596.
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