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Article: The effects of regulatory focus on teachers' classroom management strategies and emotional consequences

TitleThe effects of regulatory focus on teachers' classroom management strategies and emotional consequences
Authors
KeywordsClassroom management
Regulatory focus
Teachers' emotion
Issue Date2003
PublisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsych
Citation
Contemporary Educational Psychology, 2003, v. 28 n. 1, p. 114-125 How to Cite?
AbstractThe study investigated how regulatory focus affected teachers' selection of classroom management strategies and the emotional consequences they experienced when these strategies failed. Primary school teachers (n = 179) were randomly assigned to two framing conditions: promotion focus and prevention focus. As predicted, teachers with promotion focus adopted more approach strategies (e.g., praise) but less avoidance strategies (e.g., punish) than their counterparts with prevention focus. When the strategies failed, teachers with promotion focus experienced more dejection-related emotion (e.g., disappointment) than agitation-related emotion (e.g., anger) whereas teachers with prevention focus experienced more agitation-related emotion than dejection-related emotion. However, some results were inconsistent with the prediction. Compared to their counterparts with prevention focus, teachers with promotion focus experienced less negative emotion, either dejection-related or agitation-related. © 2002 Elsevier Science (USA). All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/48414
ISSN
2015 Impact Factor: 2.492
2015 SCImago Journal Rankings: 1.426
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLeung, CMen_HK
dc.contributor.authorLam, SFen_HK
dc.date.accessioned2008-05-22T04:12:21Z-
dc.date.available2008-05-22T04:12:21Z-
dc.date.issued2003en_HK
dc.identifier.citationContemporary Educational Psychology, 2003, v. 28 n. 1, p. 114-125en_HK
dc.identifier.issn0361-476Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/48414-
dc.description.abstractThe study investigated how regulatory focus affected teachers' selection of classroom management strategies and the emotional consequences they experienced when these strategies failed. Primary school teachers (n = 179) were randomly assigned to two framing conditions: promotion focus and prevention focus. As predicted, teachers with promotion focus adopted more approach strategies (e.g., praise) but less avoidance strategies (e.g., punish) than their counterparts with prevention focus. When the strategies failed, teachers with promotion focus experienced more dejection-related emotion (e.g., disappointment) than agitation-related emotion (e.g., anger) whereas teachers with prevention focus experienced more agitation-related emotion than dejection-related emotion. However, some results were inconsistent with the prediction. Compared to their counterparts with prevention focus, teachers with promotion focus experienced less negative emotion, either dejection-related or agitation-related. © 2002 Elsevier Science (USA). All rights reserved.en_HK
dc.format.extent58499 bytes-
dc.format.extent1036268 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/pdf-
dc.languageengen_HK
dc.publisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsychen_HK
dc.relation.ispartofContemporary Educational Psychologyen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectClassroom managementen_HK
dc.subjectRegulatory focusen_HK
dc.subjectTeachers' emotionen_HK
dc.titleThe effects of regulatory focus on teachers' classroom management strategies and emotional consequencesen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0361-476X&volume=28&issue=1&spage=114&epage=125&date=2003&atitle=The+effects+of+regulatory+focus+on+teachers+classroom+management+strategies+and+emotional+consequencesen_HK
dc.identifier.emailLam, SF:lamsf@hku.hken_HK
dc.identifier.authorityLam, SF=rp00568en_HK
dc.description.naturepostprinten_HK
dc.identifier.doi10.1016/S0361-476X(02)00009-7en_HK
dc.identifier.scopuseid_2-s2.0-0037278928en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0037278928&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume28en_HK
dc.identifier.issue1en_HK
dc.identifier.spage114en_HK
dc.identifier.epage125en_HK
dc.identifier.isiWOS:000180868100005-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridLeung, CM=36725515300en_HK
dc.identifier.scopusauthoridLam, SF=7402279467en_HK

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