![](/squelettes/img/burger.png)
![](local/cache-vignettes/L831xH267/rubon4-d0de3.jpg?1725681474)
Professionals’ understanding of own negative/unpleasant emotions in the educational context
jeudi 12 novembre 2015, par
There are different theories about emotions, addressing different aspects of human emotional response. The theory of CER (Milivojevic, 2008) was found to be well accepted and helpful for teachers to better understand their own unpleasant emotions (Rutar Leban, 2011) and thus improve their relationship with students. CER theory explains negative (unpleasant) emotions as motivators for humans to make changes in their relationship with the environment.
Theory describes seven steps which explain different phases in the process of arising of the emotion and forming the emotional reaction. The seven steps are : 1) existence of a stimulus, 2) perception of the stimulus, 3) recognition of the stimulus, 4) evaluation of the stimulus, 5) arising of the emotion, 6) thinking of the right action to regulate the emotion, 7) acting to regulate the emotion.
The theory helps teachers understand that it is their own evaluation of the situation that causes the emotion. They see why different people can react with different emotions in the same situation and comprehend that they can regulate their own emotions. When self-reflecting on the teaching process they can realize that it is not the students’ (inappropriate) behavior that generates their unpleasant emotions. These emotions are generated on the basis of teachers’ own evaluation of the situation and thus they are the only ones who can control the evaluation process.
Teachers’ familiarity with CER theory can have a positive effect on ESL as it can help improve emotional relationships between them and their students. The establishment of quality relationships between students and teachers is known to be a protective factor against ESL.
Forthcoming
Ashcraft, M. H. & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology : General, 130, 224–237.
Averill, J. A. (1982). Anger and aggression : An essay on emotion. Springer : New York.
Ayoko, O. B., Callan, V. J., & Hartel, C. E. J. (2008). The influence of team emotional intelligence climate on conflict and team members’ reactions to conflict. Small Group Research, 39, 121–149.
Barsade, S. G., & Gibson, D. E. (2007). Why does affect matter in organizations ? Academy of Management Perspectives, 21, 36–59.
Battin-Pearson, S., Newcomb, M., Abbott, R., Hill, K., Catalano, R., & Hawkings, J. (2000). Predictors of early high school dropout : A test of five theories. Journal of Educational Psychology, 3, 568–582.
Brackett, M. A., Patti, J., Stern, R., Rivers, S. E., Elbertson, N., Chisholm, C. et al. (2009). A sustainable, skill-based model to building emotionally literate schools. In R. Thompson, M. Hughes, & J. B. Terrell (Eds.), Handbook of developing emotional and social intelligence : Best practices, case studies, and tools (pp. 329–358). New York, NY : Wiley.
Clark, M. D. (1997). Teacher response to learning disability : A test of attributional principles. Journal of Learning Disabilities, 30, 69–79.
Clark, M. D., & Artiles, A. J. (2000). A cross-national study of teachers’ attributional patterns. Journal of Special Education, 34, 77–89.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective : A meta-analysis. Review of Educational Research, 77, 113–143.
Derryberry, D., & Tucker, D. M. (1994). Motivating the focus of attention. In P. M. Niedenthal & S. Kitayama (eds.), The heart’s eye : Emotional influences in perception and attention (pp. 167–196). San Diego, CA : Academic Press.
Elfenbein, H. A., & Ambady, N. (2002). Predicting workplace outcomes from the ability to eavesdrop on feelings. Journal of Applied Psychology, 87, 963–971.
Elfenbein, H. A., Der Foo, M. D., White, J., Tan, H. H., & Aik, V. C. (2007). Reading your counterpart : The benefit of emotion recognition accuracy for effectiveness in negotiation. Journal of Nonverbal Behavior, 31, 205–223.
Eysenck, M. W., & Calco, M. G. (1992). Anxiety and performance : The processing efficiency theory. Cognition and Emotion, 6, 409–434.
Frenzel, A. C. (2014). Teacher emotions. In : R. Pekrun and A. Linnenbrink (Eds.), International handbook of emotions in education (pp. 494–519). New York : Routledge.
Frijda, N. H. (1986). The emotions : Studies in emotion and social interaction. Paris : Maison de Sciences de l’Homme.
Frijda, N. H. (2001). The nature of pleasure. In Bargh, John A. & Apsley, Deborah K. (Eds). Unraveling the complexities of social life : A festschrift in honor of Robert B. Zajonc, (pp. 71–94). Washington, DC, U.S.A. : American Psychological Association.
Glasgow, K. L., Dornbusch, S. M., Troyer, L., Steinberg, L., & Ritter, P. L. (1997). Parenting styles, adolescents’ attributions, and educational outcomes in nine heterogeneous high schools. Child Development, 68(3), 507–529.
Goleman, D. (1995). Emotional intelligence : Why it can matter more than IQ. New York, NY : Bantam Books.
Graham, S. (1984). Communicating sympathy and anger to black and white children : The cognitive (attributional) consequences of affective cues. Journal of Personality and Social Psychology, 47, 40–54.
Graham, S. (1990). Communicating low ability in the classroom : Bad things good teachers sometimes do. In Graham, S., & Folker, V. S. (Eds.), Attribution theory : Applications to achievement, mental health, and interpersonal conflict (pp. 17–52), Erlbaum, Hillsdale, NJ.
Gross, J. J. (1998). The emerging field of emotion regulation : An integrative review. Review of General Psychology, 2, 271–299. http://dx.doi.org/10.1037/1089-2680.2.3.271
Isen, A. M. (1993). Positive affect and decision making. In Lewis, M., & Haviland, J. M. (Eds.), Handbook of emotions (pp. 261–277). Guilford Press, New York.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom : Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525.
Jordan, P. J., Ashkanasy, N. M., Hartel, C. E. J., & Hooper, G. S. (2002). Workgroup emotional intelligence : Scale development and relationship to team process effectiveness and goal focus. Human Resource Management Review, 12, 195–214.
Jordan, P. J., & Troth, A. C. (2004). Managing emotions during team problem solving : Emotional intelligence and conflict resolution. Human Performance, 17, 195–218.
Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence : An integrative meta-analysis and cascading model. Journal of Applied Psychology, 95, 54–78.
Kounin, J. S. (1977). Discipline and group management in classrooms. Kreiger Publishing, Huntington, NY.
Lan, W., & Lanthier, R. (2003). Changes in students’ academic performance and perceptions of school and self before dropping out of schools. Journal of Education for Students Placed at Risk, 8(3), 309–332.
Lazarus, R. S. (1991). Progress on a cognitive-motivational-relational theory of emotion. American Psychologist, 46(8), 819–834.
LeDoux, J. (1996). The emotional brain. Simon & Schuster, New York.
Lewis, R. (2001). Classroom discipline and student responsibility : The students’ view. Teaching and Teacher Education, 17, 307–319.
Lopes, P. N., Cote, S., Grewal, D., Kadis, J., Gall, M., & Salovey, P. (2006). Emotional intelligence and positive work outcomes. Psichothema, 18, 132–138.
Matsumoto, D., LeRoux, J. A., Bernhard, R., & Gary, H. (2004). Unraveling the psychological correlates of intercultural adjustment potential. International Journal of Intercultural Relations, 28, 281–309.
Milivojević, Z. (2008). Emocije – razumevanje čustev v psihoterapiji [Emotions - understanding emotions in psychotherapy.] Belgrade : Psihopolis.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions : An integrative approach to emotion in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 13–36). San Diego : Academic Press.
Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Norby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychology, 37, 5–15.
Planalp, S. (1999). Communicating emotion : Social, moral, and cultural processes. Cambridge University Press.
Quoidbach, J., Gross, J. J., & Mikolajczak, M. (2015). Positive interventions : An emotion regulation perspective. Psychological Bulletin, 141(3), 655–693.
Ragozzino, K., Resnik, H., Utne-O Brien, M., & Weissberg, R. P. (2003). Promoting academic achievement through social and emotional learning. Educational Horizons, 81, 169–171.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement : A meta-analytic approach. Review of Educational Research, 81, 493–529.
MIZŠ (2010). Evaluation report of teacher training ’Emotional intelligence : understanding emotions through CER model’ by Tina Rutar Leban. Ministry of Education, Republic of Slovenia : Unpublished evaluation report.
MIZŠ (2011). Evaluation report of teacher training ’Emotional intelligence : understanding emotions through CER model’ by Tina Rutar Leban. Ministry of Education, Republic of Slovenia : Unpublished evaluation report.
MIZŠ (2012). Evaluation report of teacher training ’Emotional intelligence : understanding emotions through CER model’ by Tina Rutar Leban. Ministry of Education, Republic of Slovenia : Unpublished evaluation report.
MIZŠ (2013). Evaluation report of teacher training ’Emotional intelligence : understanding emotions through CER model’ by Tina Rutar Leban. Ministry of Education, Republic of Slovenia : Unpublished evaluation report.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185–211.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom : Reciprocal effects of teachers’ behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.
Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science 40(3), 607–621.
Wagner, D. A., Spratt, J. E., Gal, I., & Paris, S. G. (1989). Reading and believing : Beliefs, attributions, and reading achievement in Moroccan schoolchildren. Journal of Educational Psychology, 81(3), 283–293.
Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12(1), 1–14.
Welbourne, T. M., Johnson, D. E., & Erez, A. (1998). The Role-Based Performance Scale : Validity analysis of a theory-based measure. Academy of Management Journal, 41, 540–555.
Wentzel, K. R. (1996). Social goals and social relationships as motivators of school adjustment. In Juvonen, J., & Wentzel, K. R. (Eds.), Social motivation : Understanding children’s school adjustment, (pp. 226–247). Cambridge University Press, New York.
Willig, A. C., Harnisch, D. L., Hill, K. T., & Maehr, M. L. (1983). Sociocultural and educational correlates of success-failure attributions and evaluation anxiety in the school setting for Black, Hispanic, and Anglo children. American Educational Research Journal, 20(3), 385–410.
Wilson, D. B., Gottfredson, D. C., and Najaka, S. S. (2001). School-based prevention of problem behaviors : A meta-analysis. Journal of Quantitative Criminology 17(3) 247–272.
Wolff, S. B., Pescosolido, A. T., & Druskat, V. U. (2002). Emotional intelligence as the basis of leadership emergence in self-managing teams. Leadership Quarterly, 13, 505–522.