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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

journal contribution
posted on 2007-12-01, 00:00 authored by Margaret Chris Perry, Ian Ball
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.

History

Journal

Social psychology of education : an international journal

Volume

10

Issue

4

Pagination

443 - 454

Publisher

Kluwer Academic Publications

Location

Dordrecht, Netherlands

ISSN

1381-2890

eISSN

1573-1928

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2007, Springer Science+Business Media B.V.

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