Emotion Regulation Strategies of Thai Teachers Facing Communication Challenges with Migrant Students: A Q Methodology Study.
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| Title: | Emotion Regulation Strategies of Thai Teachers Facing Communication Challenges with Migrant Students: A Q Methodology Study. |
|---|---|
| Authors: | Thumvichit, Athip1 (AUTHOR) athip.thu@mahidol.edu, Phanthaphoommee, Narongdej1 (AUTHOR) narongdej.pha@mahidol.edu |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Feb2026, Vol. 35 Issue 1, p55-64. 10p. |
| Subject Terms: | *Emotion regulation, *Communication barriers, *Inclusive education, *Multicultural education, *Q technique, *Teachers, *Teaching methods, *Immigrant students |
| Abstract: | The study employed Q methodology to investigate Thai primary school teachers' emotion regulation (ER) in classrooms with migrant students, categorizing them into different cohorts based on their shared ER strategies and exploring how these strategies influence teachers and their multicultural classrooms. Three distinct teacher groups were identified. The first group, re-rationalizers, address obstacles by reinterpreting them in a positive light, emphasizing their roles as moral guides and facilitators of student development. The second group, change makers, tackle communication issues directly with a strong commitment to student support and an inclusive mindset. The third group, self-distractors, manage emotional difficulties by shifting their attention to the positive aspects of the situation. Although they may not directly address the issue, this strategy helps maintain a positive atmosphere in the multicultural classroom. These strategies highlight the importance of understanding teachers' emotion regulation among the participants to enhance their effectiveness in working with diverse students, with implications for policymakers and education at large. The findings underscore the significance of understanding teachers' emotion regulation strategies to improve their effectiveness in diverse educational settings. These insights have implications for policymakers and educational practices. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature 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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| Header | DbId: ehh DbLabel: Education Research Complete An: 191944943 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Emotion Regulation Strategies of Thai Teachers Facing Communication Challenges with Migrant Students: A Q Methodology Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Thumvichit%2C+Athip%22">Thumvichit, Athip</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> athip.thu@mahidol.edu</i><br /><searchLink fieldCode="AR" term="%22Phanthaphoommee%2C+Narongdej%22">Phanthaphoommee, Narongdej</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> narongdej.pha@mahidol.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Asia-Pacific+Education+Researcher+%28Springer+Science+%26+Business+Media+B%2EV%2E%29%22">Asia-Pacific Education Researcher (Springer Science & Business Media B.V.)</searchLink>. Feb2026, Vol. 35 Issue 1, p55-64. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+barriers%22">Communication barriers</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Multicultural+education%22">Multicultural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Q+technique%22">Q technique</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Immigrant+students%22">Immigrant students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The study employed Q methodology to investigate Thai primary school teachers' emotion regulation (ER) in classrooms with migrant students, categorizing them into different cohorts based on their shared ER strategies and exploring how these strategies influence teachers and their multicultural classrooms. Three distinct teacher groups were identified. The first group, re-rationalizers, address obstacles by reinterpreting them in a positive light, emphasizing their roles as moral guides and facilitators of student development. The second group, change makers, tackle communication issues directly with a strong commitment to student support and an inclusive mindset. The third group, self-distractors, manage emotional difficulties by shifting their attention to the positive aspects of the situation. Although they may not directly address the issue, this strategy helps maintain a positive atmosphere in the multicultural classroom. These strategies highlight the importance of understanding teachers' emotion regulation among the participants to enhance their effectiveness in working with diverse students, with implications for policymakers and education at large. The findings underscore the significance of understanding teachers' emotion regulation strategies to improve their effectiveness in diverse educational settings. These insights have implications for policymakers and educational practices. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191944943 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s40299-024-00937-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 55 Subjects: – SubjectFull: Emotion regulation Type: general – SubjectFull: Communication barriers Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Multicultural education Type: general – SubjectFull: Q technique Type: general – SubjectFull: Teachers Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Immigrant students Type: general Titles: – TitleFull: Emotion Regulation Strategies of Thai Teachers Facing Communication Challenges with Migrant Students: A Q Methodology Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Thumvichit, Athip – PersonEntity: Name: NameFull: Phanthaphoommee, Narongdej IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01195646 Numbering: – Type: volume Value: 35 – Type: issue Value: 1 Titles: – TitleFull: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) Type: main |
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