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Dealing constructively with negatively evaluated emotional situations: the key to understanding the different reactions of teachers with high and low levels of emotional intelligence

Perry, Chris and Ball, Ian 2007, Dealing constructively with negatively evaluated emotional situations: the key to understanding the different reactions of teachers with high and low levels of emotional intelligence, Social psychology of education : an international journal, vol. 10, no. 4, pp. 443-454, doi: 10.1007/s11218-007-9025-z.

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Title Dealing constructively with negatively evaluated emotional situations: the key to understanding the different reactions of teachers with high and low levels of emotional intelligence
Author(s) Perry, Chris
Ball, Ian
Journal name Social psychology of education : an international journal
Volume number 10
Issue number 4
Start page 443
End page 454
Publisher Kluwer Academic Publications
Place of publication Dordrecht, Netherlands
Publication date 2007-12
ISSN 1381-2890
1573-1928
Keyword(s) emotions
emotional intelligence
teachers
self-efficacy
Summary Recent work on the distinctive features of emotions appraised as either negative or positive has links to the investigation of differences in levels of emotional intelligence. In a study with experienced teachers as participants, it was found that emotional reactions to positive or negative situations was moderated by level of emotional intelligence. The reactions to positively charged emotional situations involving students and peers were similar for teachers with high and low levels of emotional intelligence, although the low level group showed somewhat lower likelihood of making an “emotionally intelligent” response compared to the high level group. A much sharper contrast in response likelihood was found for negatively charged emotional situations involving students and peers. Teachers with high levels of emotional intelligence responded quite differently to those with low levels of emotional intelligence. The results indicate the prospect of clarifying a neglected area of exploration of differences in the likely behaviour of teachers differing in levels of emotional intelligence.
Language eng
DOI 10.1007/s11218-007-9025-z
Field of Research 130309 Learning Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2007, Springer Science+Business Media B.V.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007364

Document type: Journal Article
Collection: School of Education
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