Effects Of Teachers' Emotion Work Strategies On Students' Academic Performance

Emotion work is always a hot topic in the domain of psychology and management,and teachers' emotion work has attained more and more attention from education psychologists.Moreover,the research on emotion work strategies is the focus of research on emotion work.Many studies have shown that teachers' emotion work strategies are influenced by organization and themselves;what emotion work strategies teachers use affect their mental health and occupational psychology,however,there were few researchers focusing on the effects of teachers' emotion work strategies on students.Teachers and students are the two big main bodies of teaching system who influence each other.In the teaching process,students' academic performance is influenced by teachers' emotion work without doubt.Emotional contagion theory demonstrates that the effects of teachers' emotion on students differ sharply according to students' emotional vulnerability degree.So our research will discuss the effects of teachers' emotion work strategies on students' academic performance and the moderating effects of students' emotional intelligence among them on the basis of the teachers' emotion work strategies research.This study used questionnaire surveys and experiments to explore the relationship between the different teachers' emotion work strategies,students' academic performance and students' emotional intelligence.The research used questionnaire and field test to collect and identify the experimental materials,then we do the questionnaire survey and experiment.The research mainly used T-test,analysis of variance and other statistical methods for data analysis,and results as follows:(1)Students' class-related academic emotions were positive,no matter which experiment group they were in.Students' class performance in deep acting strategy group was significantly higher than those in surface acting strategy group.Teachers'emotion work strategies and students' class-related academic emotions significantly predicted students' class academic performance.(2)Fifth grade students' emotional intelligence development level is higher,girls score is significantly higher than boys in the dimension of emotion understanding.(3)Students' emotional utility could significantly moderate the relation between teachers' emotion work strategies and students' class-related academic emotions;Students' emotional management could significantly moderate the relation between teachers' emotion work strategies and students' class performance.All in all,those researches above showed:there was the relationship between teachers' emotion work strategies and students' academic performance,and the moderating effect of students' emotional intelligence among them.It is valuable both in theory and practice,but there is still some shortcomings that need further researches.