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Emotion regulation strategies of kindergarten ESL teachers in Japan: an interview-based survey.

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Title: Emotion regulation strategies of kindergarten ESL teachers in Japan: an interview-based survey.
Authors: Littleton, Adam1 adam.littleton@gmail.com
Source: Language Learning Journal. Apr2021, Vol. 49 Issue 2, p203-218. 16p.
Subject Terms: *Kindergarten teachers, *English as a foreign language, *Emotions, *Cognition
Geographic Terms: Japan
Abstract: This study explored how kindergarten ESL teachers in Japan make use of emotion regulation strategies, as proposed by Gross, in their work. Four teachers at a single dispatch company in Sendai, Miyagi Prefecture were interviewed via Skype about the emotion regulation strategies they used in the workplace. Interviews were recorded, transcribed, and coded, with special attention given to the cognitive processes involved in emotion regulation. Analysis revealed prominent themes common among teachers, as well as individual variation, though all teachers employed a process corresponding to Gross' modal model. Implications for practitioners and suggestions for further research follow. [ABSTRACT FROM AUTHOR]
Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This study explored how kindergarten ESL teachers in Japan make use of emotion regulation strategies, as proposed by Gross, in their work. Four teachers at a single dispatch company in Sendai, Miyagi Prefecture were interviewed via Skype about the emotion regulation strategies they used in the workplace. Interviews were recorded, transcribed, and coded, with special attention given to the cognitive processes involved in emotion regulation. Analysis revealed prominent themes common among teachers, as well as individual variation, though all teachers employed a process corresponding to Gross' modal model. Implications for practitioners and suggestions for further research follow. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09571736.2018.1542020
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      – SubjectFull: Kindergarten teachers
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      – SubjectFull: English as a foreign language
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      – SubjectFull: Emotions
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      – SubjectFull: Cognition
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      – TitleFull: Emotion regulation strategies of kindergarten ESL teachers in Japan: an interview-based survey.
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              Text: Apr2021
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