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Strategies of Emotion Regulation in Students - Future Human Relations Professionals

100%
Prosen S., Smrtnik Vitulić H.
The New Educational Review
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2014
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vol. 37
292-302
EN
In the presented study, selected emotion regulation (ER) strategies were designed in accordance with Gross and Thompson’s model. Students of primary education (n = 116), social pedagogy (n = 72) and preschool education (n = 54) - future human relations professionals - assessed the frequency of the use and efficiency of these ER strategies. Students use various ER strategies, the most frequent and efficient being physical activation and social support, and the least frequent and efficient being substance use. Correlations between the use and efficiency of ER strategies within the groups of students are mostly moderately high or high. There are only a few differences between the student groups in terms of perception of the use and efficiency of ER strategies.
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Observing Teachers’ Emotional Expression in Their Interaction with Students

81%
Prosen S., Smrtnik Vitulić H., Poljšak Škraban O.
The New Educational Review
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2013
|
vol. 31
75-85
EN
The purpose of the study is to establish the types of emotions that are expressed by primary school teachers, their frequency, and the situations that trigger them. Teachers were observed by primary education students during their practical work at school. The observations of 108 teachers in 93 primary schools in Slovenia were analysed. The results show that teachers express a variety of emotions with the unpleasant ones prevailing. Anger was the most frequently expressed emotion. The situations that triggered emotions were varied. Among them, students’ discipline and academic achievement triggered the majority of pleasant and unpleasant emotions in teachers.
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