A Study Of Regulating Students' Affect Strategies By Primary And Secondary School Teachers

Objectives1.Collecting and arranging the teacher's emotional adjustment strategies for students in the literature and in the process of primary and secondary school education practice2.Appropriately categorize the strategies obtained from interviews to form a framework for policy classification 3.Develop questionnaires for adjusting emotional strategies of teachers in primary and secondary schools and test their psychometric characteristicsMethods1.Study 1:Using a combination of in-depth interviews and written interviews,interviews were conducted on in-service primary and secondary school teachers and students in semi-structured interviews and written questions and answers.2.Study 2:Based on the study 1,the project pool is developed by combining the operational definition of interpersonal emotion regulation and the specificity of the research object.After discussion,a retest questionnaire for 55 projects was eventually formed.Atotal of 650 questionnaires were issued at one time.Half of the participants were randomly selected for re-testing and the other half were used as formal questionnaires.Results1.Study one:(1)After content analysis,a total of 90 different strategies for teachers to adjust students' emotions were obtained;(2)these strategies were distributed in three levels according to levels:motivation-mode-prototype strategy;(3))Motivation can be divided into two categories:emotional improvement and emotional deterioration.(4)Mode can be divided into active participation,acceptance,passive participation and rejection.2.Research II:(1)The project analysis shows that all projects have good differentiation and good total correlation;(2)After exploratory factor analysis,the emotional improvement questionnaire forms 2 factors(elevation and transfer).The Emotional Deterioration Questionnaire produced three factors(deterioration,unreality,and release).(3)The reliability analysis showed that the internal consistency coefficients of the total questionnaire and the two questionnaires were 0.752,0.845,and 0.815,respectively.(4)Validity analysis:content validity.After the project was established,it continued to discuss with psychologists and postgraduates in psychology to ensure that the language expression was clear and unambiguous.Structural validity.There are significant correlations between the scores of each factor in the two questionnaires and the total scores.The correlation between each factor and the total score is higher than the correlation between the two factors.Calibration validity.The two dimensions of ascension and transfer are significantly related to emotional intelligence,and the deterioration,unreality,and venting are less related to emotional intelligence.Conclusions1.Primary and secondary school teachers exist to try to change the direction of students' emotions and affect t he interpersonal emotion regulation of students' emotions.2.Primary and secondary school teachers have a variety of ways in regulating students' emotions and they show a certain degree of regularity.According to the classification of these strategies,we can use the two major emotional motivations of emotional improvement and emotional deterioration as the basis for the first classification.Continuing to classify and discover,it is also possible to perform second-level division according to participation(positive and negative)methods and relationships(acceptance,rejection).3.The emotional adjustment of teachers to students is mainly emotional,but there are also intentional increases in negative emotions and deterioration of teacher-student relationships.4.The questionnaire for the adjustment of student emotional tactics compiled by this study has a good reliability and validity.The emotional improvement questionnaire includes two dimensions:promotion and transfer.The emotional deterioration questionnaire includes three dimensions:deterioration,unreality,and vulnerability.