Effect of Teaching Situation on Teachers’ Automatic Emotion Regulation

Abstract

Abstract: Based on the perspective of situated cognition, the purpose of this study was to explore the effect of teaching situation on teachers' automatic emotion regulation. Teachers' automatic emotion regulation in teaching situation and in life situation were compared by facial expression identification task and dot-probe task. The results showed as follows. (1) In teaching situation, the accuracy of negative face identification of teachers was significantly better, but the reaction time was significantly longer; (2) In teaching situation, the attention bias of negative information of teachers was no significant; (3) With the effect of automatic emotion regulation, the rate of face identification of teachers was significantly faster. These result suggested that teaching situation, as a kind of situated cue, induces superior automatic emotion regulation, which is bound up with the long-term vocational training. The ability of automatic emotion regulation helps teacher keep steady mood in order to achieve teaching task, such as accurate and prudent feature of face identification, in addition no significant attention bias. To some extent, the conclusion provides a reference for the study of teachers' automatic emotion regulation.

Key words: automatic emotion regulation, teacher, teaching situation

摘要： 基于情境性认知的视角，探索教学情境在教师自动情绪调节中的作用。研究创设教学与生活情境，通过面孔识别任务和点探测任务比较教学和生活情境下教师自动情绪调节效果。结果发现，教学情境下教师对负性情绪面孔识别的正确率更高，但反应时更长；教学情境下教师对负性词汇信息无显著的注意偏向；自动情绪调节下教师的面孔识别速率更高。该结果表明教师由于长期的职业训练，教学情境能作为一种情境线索诱发更良好的自动情绪调节效果，保持更稳定的情感状态，具体表现为更准确、谨慎的面孔识别特征和无显著的负性注意偏向。本研究结果为教师自动情绪调节研究提供一定的参考。

关键词: 自动情绪调节, 教师, 教学情境

CLC Number:

G441

LIU Shifan, LIAN Rong, LI Juan, LIAN Kunyu. Effect of Teaching Situation on Teachers’ Automatic Emotion Regulation[J]. Studies of Psychology and Behavior, 2019, 17(2): 209-215.

刘仕凡, 连榕, 李涓, 连坤予. 教学情境对教师自动情绪调节的影响[J]. 心理与行为研究, 2019, 17(2): 209-215.

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