Examining the relationship between perceptions of teaching self-efficacy,school support and teacher and paraeducator burnout in a residential school setting

Despite teacher self-efficacy and burnout’s influence on student outcomes, little research has been conducted on teacher self-efficacy and burnout in residential treatment schools. This study attempts to fill this need by examining the self-efficacy and burnout of teachers and paraeducators in a residential treatment school in the United States. We explore the relationships between educators’ perceptions of school supports and educators’ sense of self-efficacy and burnout Our results revealed that while educators’ perceptions of school supports were not related to educators’ sense of efficacy, there was a significant relationship between educators’ perceptions of school supports and reported levels of burnout. Educators who reported lower levels of school supports had high levels of burnout. We discuss implications for larger studies on this topic and for supporting educator well-being in residential treatment schools.     

英语情感表达方式与大学生交际能力的培养

当今社会对大学生英语的应用能力提出了越来越高的要求,但目前学生的语音面貌和口语表达,在流利性和合适性方面还不尽如人意,不能满足社会对人才培养的需要。分析阻碍学生口语能力发展的主要因素,提出大学生英语口语与交际能力的培养与提高,可以在日常生活和学习中有意识地运用英语情感表达方式来达到目的。     

Emotion dysregulation as a mediator between childhood emotional abuse and current depression in a low-income African-American sample

Abuse and neglect in childhood are well-established risk factors for later psychopathology. Past research has suggested that childhood emotional abuse may be particularly harmful to psychological development. The current cross-sectional study employed multiple regression techniques to assess the effects of childhood trauma on adulthood depression and emotion dysregulation in a large sample of mostly low-income African Americans recruited in an urban hospital. Bootstrap analyses were used to test emotion dysregulation as a potential mediator between emotional abuse in childhood and current depression. Childhood emotional abuse significantly predicted depressive symptoms even when accounting for all other childhood trauma types, and we found support for a complementary mediation of this relationship by emotion dysregulation. Our findings highlight the importance of emotion dysregulation and childhood emotional abuse in relation to adult depression. Moving forward, clinicians should consider the particular importance of emotional abuse in the development of depression, and future research should seek to identify mechanisms through which emotional abuse increases risk for depression and emotion dysregulation.     

The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis

The present study focuses on the relationship between teachers' emotions, their instructional behavior, and students' emotions in class. 149 students (55% female, M age = 15.63 years) rated their teachers' emotions (joy, anger, anxiety) and instructional behavior, as well as their own emotions in an experience-sampling study across an average of 15 lessons in four different subject domains. Intraindividual, multilevel regression analyses revealed that perceived teachers' emotions and instructional behavior significantly predicted students' emotions. Results suggest that teachers' emotions are as important for students' emotions as teachers' instructional behavior. Theoretical implications for crossover theory and practical recommendations for teachers are discussed.     

Compliance‐gaining strategies and communicator role: An analysis of strategy choices and persuasive efficacy

This study investigated not only those compliance‐gaining strategies senders are likely to use but also those strategies to which receivers are likely to respond. Results indicated that persuasive efficacy is maximized when explanation, direct request, and ingratiation are employed, while more punishing strategies such as threat and guilt are mutually perceived as ineffective. The interaction effect of size of request with communicator role proved to be minimal.     

Does emotional intelligence predict student teachers' performance?

There are good theoretical grounds for seeing emotional intelligence (EI) as important in the teachers' skill set. Yet there is a lack of data on whether student teachers' levels of EI are associated with their teaching performance. This question was addressed, with gender and prior academic attainment also being explored as possible contributors to teaching performance. No association between the three independent variables and teaching performance was found. This raises serious questions for our understanding of emotions and teaching.     

Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures

Students in the same class can differ considerably in their perceptions of teaching quality, but little is known about the drivers of this lack of agreement. In this study, we relied on within-class consensus as a measure of agreement in students' perceptions and explored both student-reported predictors (Sample 1) and teacher-reported predictors (Sample 2) of consensus in students’ ratings of six goal structures dimensions (task, autonomy, recognition, grouping, evaluation, time). Classroom-level results from multi-level models indicated that student-perceived differential teacher treatment negatively predicted consensus regarding evaluation, as well as achievement heterogeneity, whereas instructional clarity positively predicted consensus for recognition, grouping, and evaluation, as well as class-average achievement (Sample 1). Mediating effects of achievement heterogeneity and achievement were not statistically significant. In Sample 2, negative effects of teacher-reported emotional exhaustion and teaching-related anxiety on consensus were observed for several dimensions. Teaching-related enjoyment had no effect.     

思妇诗及其月亮意象

月亮意象在古典诗词中极为常见,且尤以思妇诗中出现次数最为频繁.月亮虽然只是自然界中的纯客观的物象,但它却逐渐成为华夏之邦"人化自然"的重要组成部分,也成为诗人某些特定情感的信息载体,并在规定的语境中,展示出了怀人思远的情感寄托流程及其鲜明的"哀而不伤"的审美趋向.论文从思妇诗的缘起及其诗中有关月亮的情境融合,来论述月亮成为思妇诗中一个重要意象的缘由.     

Decorative pictures and emotional design in multimedia learning

Recent studies have shown that the positive emotional design of learning environments might foster learning performance. In contrast, the seductive detail effect postulates that additional, learning irrelevant details inhibit learning. This research focusses on the implementation of decorative pictures as a prime for emotions and context-relatedness. This study examines four groups of decorative pictures which might be conducive for learning. Eighty-two students were randomly assigned to one cell of a 2 (emotionally positive vs. emotionally negative pictures) × 2 (school context vs. leisure context pictures) between-subjects, factorial design. The dimensions of pleasure, arousal, and dominance are examined as possible mediators. Results show that either positively valenced pictures or learning pictures foster retention and transfer performance. Pleasure is identified as mediator of the effect between valence of pictures and learning performance. A further analysis shows differences for arousal and dominance for both factors. These results are interpreted with concepts like motivated attention and other arousal theories.