Shen Guorong
School of Foreign Languages, Henan University of Technology, Zhengzhou, China.
Front Psychol. 2022 Mar 10;13:842920. doi: 10.3389/fpsyg.2022.842920. eCollection 2022.
Teachers' emotions are explicitly and conceptually presented as part of an educational system that affects and is affected by learner upshots, namely, learners' self-emotions, behaviors, and cognition since educators and learners are involved in the outcomes of the school setting. English as a foreign language (EFL) educators recurrently experience emotional damages during involvement in their profession as burnout, stress, boredom, and anxiety. EFL teachers need to regulate their emotions when facing a multivariate class environment that provides each learner with undeniable uniqueness. The subject of the relationship between emotion regulation and the teacher's emotions is receiving increasing attention in research. EFL teachers should be provided with an emotional regulation strategy to have a positive learning-instructing effect in the entire school community as fun learning activities, energetic students, enthusiastic educators, and strong relationships between the board of education. To focus on the role of teachers' emotion on the one hand and the mediator role of emotional regulation, on the other hand, the current study endeavored to review the role of emotional regulation strategies more intensely to decrease negative emotions. Finally, some educational suggestions of the study regarding the educators' behaviors are pinpointed.
教师的情感被明确且概念性地呈现为教育系统的一部分，该系统影响学习者的结果并受其影响，也就是说，由于教育者和学习者都参与到学校环境的结果中，学习者的自我情感、行为和认知也会受到影响。作为外语（EFL）教师，在从事职业过程中经常会经历情感上的伤害，如职业倦怠、压力、厌烦和焦虑。当面对一个为每个学习者提供不可否认的独特性的多元课堂环境时，外语教师需要调节自己的情绪。情绪调节与教师情感之间的关系这一主题在研究中受到越来越多的关注。应向外语教师提供情绪调节策略，以便在整个学校社区产生积极的学习指导效果，比如有趣的学习活动、充满活力的学生、热情的教育者以及教育委员会之间的牢固关系。一方面关注教师情感的作用，另一方面关注情绪调节的中介作用，当前的研究致力于更深入地审视情绪调节策略的作用，以减少负面情绪。最后，该研究针对教育者行为提出了一些教育建议。
