|
1. Akbari, R., & Tavassoli, K. (2014). Developing an ELT context- specific teacher efficacy instrument. RELC Journal, 45(1), 27-50. 2. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman. 3. Averill, J. (1982). Anger and aggression: An essay on emotion. Springer: New York. 4. Boiger, M., & Mesquita, B. (2012). The construction of emotion in interactions, relationships, and cultures. Emotion Review, 4(3), 221-229. 5. Boiger, M., Mesquita, B., Tsai, A. Y., & Markus, H. (2012). Influencing and adjusting in daily emotional situations: A comparison of European and Asian American action styles. Cognition & emotion, 26(2), 332-340. 6. Boiger, M., Mesquita, B., Uchida, Y., & Barrett, L. F. (2011). The situational construction of anger and shame in three cultures. In B. Mesquita & M. Boiger (Chairs), The social construction of emotion. Symposium conducted at the plenary meeting of the International Society for esearch on Emotion (ISRE), Kyoto, Japan. 7. Cantrell, S. C., Almasi, J. F., Carter, J. C., & Rintamaa, M. (2013). Reading intervention in middle and high schools: Implementation fidelity, teacher efficacy, and student achievement. Reading Psychology, 34(1), 26-58. 8. Chan, D. W. (2004). Perceived emotional intelligence and self- efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36(8), 1781-1795. 9. Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193-218. 10. Coplan, R. J., Hughes, K., Bosacki, S., & Rose-Krasnor, L. (2011). Is silence golden? Elementary school teachers' strategies and beliefs regarding hypothetical shy/quiet and exuberant/talkative children. Journal of Educational Psychology, 103(4), 939-951. 11. Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.) Los Angeles, CA: Sage. 12. Czerniak, C. M., & Schriver, M. L. (1994). An examination of preservice science teachers’ beliefs and behaviors as related to self-efficacy. Journal of Science Teacher Education, 5(3), 77-86. 13. De Leersnyder, J., Boiger, M., & Mesquita, B. (2013). Cultural regulation of emotion: Individual, relational, and structural sources. Frontiers in psychology, 4, 55. 14. Erb, C. S. (2002). The emotional whirlpool of beginning teachers’ work. Paper presented at the annual meeting of the Canadian Society of Studies in Education, Toronto, Canada. 15. Ford, B. Q., & Mauss, I. B. (2015). Culture and emotion regulation. Current opinion in psychology, 3, 1-5. 16. Frenzel, A. C., Becker-Kurz, B., Pekrun, R., & Goetz, T. (2015). Teaching this class drives me nuts!-Examining the person and context specificity of teacher emotions. PloS one, 10(6), e0129630. 17. Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of educational psychology, 76(4), 569. 18. Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press. 19. Glaser, B. G. (1998). Doing grounded theory: Issues and discussions. Sociology Press. 20. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. New York: Weidenfeld and Nicholson. 21. Gong, S., Chai, X., Duan, T., Zhong, L., & Jiao, Y. (2013). Chinese teachers’ emotion regulation goals and strategies. Psychology, 4(11), 870. 22. Götz, T., Zirngibl, A., Pekrun, R., & Hall, N. (2003). Emotions, learning and achievement from an educational-psychological perspective. In P. Mayring & C. v. Rhoeneck (Eds.), Learning emotions. The influence of affective factors on classroom learning (pp. 9–28). Frankfurt am Main: Peter Lang. 23. Grandey, A. A., Tam, A. P., & Brauburger, A. L. (2002). Affective states and traits in the workplace: Diary and survey data from young workers. Motivation and emotion, 26(1), 31-55. 24. Gross, J. J. (1998). Antecedent-and response-focused emotion regulation: divergent consequences for experience, expression, and physiology. Journal of personality and social psychology, 74(1), 224. 25. Gross, J. J. (2010). Emotion regulation. In M. Lewis, J. M. Haviland-Jones, & L. Feldman Barrett (Eds.), Handbook of Emotions (3rd ed.) (pp. 497-512). New York: Guilford Press. 26. Gross, J. J., Richards, J. M., & John, O. P. (2006). Emotion regulation in everyday life. In D. K. Snyder, J. Simpson & J. N. Hughes (Eds.), Emotion regulation in couples and families: Pathways to dysfunction and health (pp. 13-35). Washington, DC: American Psychological Association. 27. Guo, Y., Connor, C. M., Yang, Y., Roehrig, A. D., & Morrison, F. J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders' literacy outcomes. The Elementary School Journal, 113(1), 3-24. 28. Hagenauer, G., Gläser-Zikuda, M., & Volet, S. (2016). University teachers’ perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts. Frontline Learning Research, 4(3), 44-74. 29. Hagenauer, G., & Volet, S. E. (2014). “I don’t hide my feelings, even though I try to”: insight into teacher educator emotion display. The Australian Educational Researcher, 41(3), 261-281. 30. Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and teacher education, 16(8), 811-826. 31. Hargreaves, A. (2001). Emotional geographies of teaching. The Teachers College Record, 103(6), 1056-1080. 32. Hosotani, R., & Imai-Matsumura, K. (2011). Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers. Teaching and Teacher Education, 27(6), 1039-1048. 33. Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Teachers' emotions and emotion regulation strategies: Self-and students' perceptions. Teaching and Teacher Education, 54, 22-31. 34. Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation. Teaching and teacher education, 18(1), 105-120. 35. Kitayama, S., Markus, H. R., & Kurokawa, M. (2000). Culture, emotion, and well-being: Good feelings in Japan and the United States. Cognition & Emotion, 14(1), 93-124. 36. Kitayama, S., Mesquita, B., & Karasawa, M. (2006). Cultural affordances and emotional experience: socially engaging and disengaging emotions in Japan and the United States. Journal of personality and social psychology, 91(5), 890. 37. Matsumoto, D. (2006). Are cultural differences in emotion regulation mediated by personality traits?. Journal of Cross-Cultural Psychology, 37(4), 421-437. 38. Matsumoto, D., Yoo, S. H., & Fontaine, J. (2008). Mapping expressive differences around the world the relationship between emotional display rules and individualism versus collectivism. Journal of cross-cultural psychology, 39(1), 55-74. 39. Morling, B., Kitayama, S., & Miyamoto, Y. (2002). Cultural practices emphasize influence in the United States and adjustment in Japan. Personality and Social Psychology Bulletin, 28(3), 311-323. 40. Oatley, K., & Duncan, E. (1992). Incidents of emotion in daily life. In K. T. Strongman (Ed.), International Review of Studies on Emotion (Vol. 2, pp. 250-293). Chichester, UK: Wiley. 41. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105. 42. Penrose, A., Perry, C., & Ball, I. (2007). Emotional intelligence and teacher self efficacy: The contribution of teacher status and length of experience. Issues in Educational Research, 17(1), 107-126. 43. Su, J. C., Wei, M., & Tsai, H. T. (2014). Running away from unwanted feelings: culture matters. Cognition and Emotion, 28(7), 1313-1327. 44. Sutton, R. E. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7(4), 379-398. 45. Sutton, R. E., & Harper, E. (2009). Teachers’ emotion regulation. In L. J. Saha & A. G. Dworkin (Eds.), International handbook of research on teachers and teaching (pp. 389–401). US: Springer. 46. Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational psychology review, 15(4), 327-358. 47. Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68(2), 202-248. 48. Webb, T. L., Miles, E., & Sheeran, P. (2012). Dealing with feeling: a meta-analysis of the effectiveness of strategies derived from the process model of emotion regulation. Psychological bulletin, 138(4), 775. 49. Wei, M., Su, J. C., Carrera, S., Lin, S. P., & Yi, F. (2013). Suppression and interpersonal harmony: A cross-cultural comparison between Chinese and European Americans. Journal of counseling psychology, 60(4), 625. 50. Yin, H. B., & Lee, J. C. K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education, 28(1), 56-65. 51. Zembylas, M. (2002). “Structures of feeling” in curriculum and teaching: Theorizing the emotional rules. Educational Theory, 52(2), 187-208. 52. Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and teacher education, 21(8), 935-948.
|
