Effect of Emotion Regulation Strategies on Emotions and Rational Decision-Making among Female Teachers in the First Cycle Schools in the Sultanate of Oman
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May 15, 2023
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Abstract
The current study aimed to investigate the effect of emotion regulation strategies (reappraisal and expressive suppression) as a-mediator in the relationship between emotions and rational decision-making in the classroom for female teachers in the first cycle in the Sultanate of Oman. Additionally, the study aimed to identify the levels of emotions, emotion regulation strategies and the style of rational decision making, in a sample of 500 female teachers. The study used a cross-sectional descriptive design. Participants were cluster method selected. The Rational Decision Style Scale, the Emotion Regulation Strategies Scale, and the Teacher Emotions Scale were administered to the study participants. The results of the standard regression analysis showed that there are positive direct effects of excitability of pleasure on rational decisions, of the stimulation of pleasure on the strategies of reappraisal and expressive suppression, and rationale and expressive repression strategies on rational decisions. Through the direct and indirect effects of multiple regression analyses in the Baron and Kenny method, the results showed that both reappraisal and expressive suppression strategies play a partial mediating role in the relationship between positive emotions (pleasure) and the pattern of rational decisions. The test results, arithmetic averages, standard deviations, and weighted averages also showed that the teachers have high levels of enjoying teaching with students during teaching and use the reappraisal strategy to regulate their emotions and rational decision-making, and they also have low levels of negative emotions (anger and anxiety) with students in classroom and intermediate level for the use of expressive suppression strategy.
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Keywords
Teacher emotions with studentsEmotion regulation strategiesReappraisalExpressive repressionRational decisions
References
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Chen, H. (2016). A theoretic review of emotion regulation. Open Journal of Social Sciences, 4(2), 147-153. https://doi.org/10.4236/jss.2016.42020
De Ruiter, J., Poorthuis, A., & Koomen, H. (2019). Relevant classroom events for teachers: A study of student characteristics, student behaviors, and associated teacher emotions. Teaching and Teacher Education, 86, 102899. https://doi.org/10.1016/j.tate.2019.102899
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Frenzel, A., 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), 1-15. https://doi.org/10.1371/journal.pone.0129630
Frenzel, A., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705-716. https://doi.org/10.1037/a0014695
Goldin, P., & Gross, J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1), 83–91. https://doi.org/10.1037/a0018441
Gong, S., Chai, X., Duan, T., Zhong, L., & Jiao, Y. (2013). Chinese teachers’ emotion regulation goals and strategies. Psychology, 4(11), 870-877. https://doi.org/10.4236/psych.2013.411125
Grecucci, A., & Sanfey, A. (2014). Emotion regulation and decision making. In J. J. Gross (Ed.), Handbook of Emotion Regulation, 140-153. New York, NY, US: Guilford Press.
Gross, J. (2001). Emotion regulation in adulthood: Timing is everything. Current Directions in Psychological Science, 10(6),214-218. https://journals.sagepub.com/doi/abs/10.1111/1467-8721.00152
Gross, J. (2009). Handbook of Emotion Regulation. Guilford Press, New York, USA.
Gross, J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281-291.
Hamilton, K., Shih, S., & Mohammed, S. (2016). The development and validation of the rational and intuitive decision styles scale. Journal of Personality Assessment, 98(5), 523–535. doi:10.1080/00223891.2015.1132426
Hariri, H., Monypenny, R., & Prideaux, M. (2016). Teacher-perceived principal leadership styles, decision-making styles and job satisfaction: How congruent are data from Indonesia with the Anglophile and Western literature?. School Leadership & Management, 36(1), 41-62.
Harlé, K., Allen, J., & Sanfey, A. (2010). The impact of depression on social economic decision making. Journal of Abnormal Psychology, 119(2), 440-446. https://doi.org/10.1037/a0018612
Hayes, A. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford publications.
Heilman, R., Crişan, L., Houser, D., Miclea, M., & Miu, A. (2010). Emotion regulation and decision making under risk and uncertainty. Emotion, 10(2), 257-265. https://doi.org/10.1037/a0018489
Ḥijāzī, Z. (2010). Ittikhādh al-qarārāt. waqāʼiʻ multaqá dawr al-iḥṣāʼ wa-buḥūth al-ʻamalīyāt fī ittikhādh al-qarārāt (in Arabic) (pp. 109-122). Arab Administrative Development Organization, Cairo, Egypt.
Hilāl, M. (2003). Mahārāt ittikhādh al-qarār: Al-ibdāʻ wa-al-ibtikār fī ḥall al-mushkilāt (in Arabic). Markaz taṭwīr al-adāʼ wa-al-tanmiyah, Egypt.
Hodgkinson, G., Sadler-Smith, E., Sinclair, M., & Ashkanasy, N. (2009). More than meets the eye? Intuition and analysis revisited. Personality and Individual Differences, 342–346. http://doi.org/10.1016/j.paid.2009.03.025
https://doi.org/10.1017/s0048577201393198
Isen, A., & Means, B. (1983). The Influence of Positive Effect on Decision-Making Strategy. Social Cognition, 2(1), 18-31. https://doi.org/10.1521/soco.1983.2.1.18
Jenaabadi, H., Ahani, M., & Sabaghi, F. (2015). Examining the relationship of optimism and emotion regulation strategies with general health among students of University of Sistan and Baluchestan. Health, 7(7), 865-872. https://doi.org/10.4236/health.2015.77102
John, O., & Gross, J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development. Journal of Personality, 72(6), 1301–1334. doi:10.1111/j.1467-6494.2004.00298.x
Kahneman, D. (2011). Thinking, fast and slow. NY: Farrar, Strauss, Giroux.
Keene & Bethany. (2017). Emotion self-regulation. Retrieved from Research Starters database.
Kim, S., & Holloway, S. (2018). Parenting and young children’s emotional self-regulation in urban Korean families. Journal of Early Childhood Research, 16(3), 305–318. https://doi.org/10.1177/1476718x18775759
Koole, S., Van Dillen, L., & Sheppes, G. (2016). The self-regulation of emotion (Walīd Shawqī Saḥlūl, translator). In Kathleen D. Vohs and Roy F. (Eds.), Handbook of self-regulation: Research, theory and applications (in Arabic), 27-49. King Saud University Press, Riyadh, KSA.
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How to Cite
Al-Haretheyyah, Amani Salim, Ibrahim Sultan Al-Harthi, and Mahmoud Mohamed Imam. 2023. “Effect of Emotion Regulation Strategies on Emotions and Rational Decision-Making Among Female Teachers in the First Cycle Schools in the Sultanate of Oman”. Journal of Educational Sciences – Qatar University 21 (21). https://doi.org/10.29117/jes.2023.0106.
Section
Articles in Arabic