The authors wish to thank the students who participated in this research for their cooperation. The authors are also grateful to the numerous research assistants who helped to collect the data described in this article and to Duhita Mahatmya and Janette Muir for commenting on an earlier draft. The write-up of this work was supported by a grant from the Center for Consciousness and Transformation at George Mason University.
PROSPECTIVE TEACHERS' AWARENESS AND EXPRESSION OF EMOTIONS: ASSOCIATIONS WITH PROPOSED STRATEGIES FOR BEHAVIORAL MANAGEMENT IN THE CLASSROOM
Article first published online: 18 MAR 2013
© 2013 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 50, Issue 5, pages 471–488, May 2013
How to Cite
Garner, P. W., Moses, L. K. and Waajid, B. (2013), PROSPECTIVE TEACHERS' AWARENESS AND EXPRESSION OF EMOTIONS: ASSOCIATIONS WITH PROPOSED STRATEGIES FOR BEHAVIORAL MANAGEMENT IN THE CLASSROOM. Psychol. Schs., 50: 471–488. doi: 10.1002/pits.21688
- Issue published online: 4 APR 2013
- Article first published online: 18 MAR 2013
This research examined whether prospective teachers’ emotion regulation styles, dispositional empathy, and conceptions of competent student emotion and behavior were predictive of their attitudes about bullying and proposed responses to peer conflict. Overall, participants perceived physical bullying as more serious than verbal and relational bullying. Prospective teachers also expressed higher levels of sympathy for victims and a greater likelihood of intervention in response to physical bullying. Regression analyses demonstrated that valuing emotional competence and the role of teachers in supporting its development were meaningfully associated with expressed support for victims and with proposed responses to the perpetrators of this type of classroom aggression. Interestingly, those respondents who reported higher levels of situationally specific sympathy for victims (and not dispositional empathy) also reported that they would be more likely than their counterparts to intervene on their behalf. The emotional reactivity component of dispositional empathy was, however, positively associated with regulated responses to peer conflict involving a difficult child. The emotion regulation variables, although associated with the outcome measures in correlational analyses, were not unique predictors of prospective teachers’ bullying attitudes.