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Teacher Emotion Regulation in Chinese Rural and Urban Schools: Impact on Burnout and Teaching Styles.

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Title: Teacher Emotion Regulation in Chinese Rural and Urban Schools: Impact on Burnout and Teaching Styles.
Authors: Wang, Jiawei1 (AUTHOR), Xing, Qiang2 (AUTHOR), Moè, Angelica3 (AUTHOR) angelica.moe@unipd.it
Source: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Feb2026, Vol. 35 Issue 1, p79-92. 14p.
Subject Terms: *Psychological burnout, *Teaching methods, *Educators, *Psychology of teachers, *Rural schools, *Urban schools, Self-determination theory, Need (Psychology)
Geographic Terms: China
Abstract: Grounded in Self-Determination Theory (SDT), this study examines the relationships between teachers' emotion regulation strategies, need satisfaction, burnout, and teaching styles in China. It focuses on differences in emotion regulation between rural and urban schools and the moderating effect of rural vs. urban context in the relationships between emotion regulation and its outcomes. Data from 1479 teachers (1114 urban, 365 rural) were analysed. Consistent with previous findings, reappraisal was positively associated with need satisfaction, personal accomplishment, and motivating teaching styles, while suppression was linked to need frustration, depersonalization, and demotivating teaching styles. Additionally, need satisfaction indirectly affected teaching styles through emotion regulation and burnout. Unexpectedly, reappraisal and suppression were positively correlated, particularly in rural schools. Moreover, although rural teachers reported higher suppression and lower reappraisal compared to urban teachers, this study did not find a moderating role of rural vs. urban context in the relationships between emotion regulation and its outcomes, suggesting a complex interaction between cultural expectations and emotion regulation strategies. These findings underscore the importance of supporting teachers' psychological needs and emotion regulation, particularly in rural schools, to promote effective teaching 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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  Data: Teacher Emotion Regulation in Chinese Rural and Urban Schools: Impact on Burnout and Teaching Styles.
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  Data: *<searchLink fieldCode="DE" term="%22Psychological+burnout%22">Psychological burnout</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Rural+schools%22">Rural schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Urban+schools%22">Urban schools</searchLink><br /><searchLink fieldCode="DE" term="%22Self-determination+theory%22">Self-determination theory</searchLink><br /><searchLink fieldCode="DE" term="%22Need+%28Psychology%29%22">Need (Psychology)</searchLink>
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  Data: Grounded in Self-Determination Theory (SDT), this study examines the relationships between teachers' emotion regulation strategies, need satisfaction, burnout, and teaching styles in China. It focuses on differences in emotion regulation between rural and urban schools and the moderating effect of rural vs. urban context in the relationships between emotion regulation and its outcomes. Data from 1479 teachers (1114 urban, 365 rural) were analysed. Consistent with previous findings, reappraisal was positively associated with need satisfaction, personal accomplishment, and motivating teaching styles, while suppression was linked to need frustration, depersonalization, and demotivating teaching styles. Additionally, need satisfaction indirectly affected teaching styles through emotion regulation and burnout. Unexpectedly, reappraisal and suppression were positively correlated, particularly in rural schools. Moreover, although rural teachers reported higher suppression and lower reappraisal compared to urban teachers, this study did not find a moderating role of rural vs. urban context in the relationships between emotion regulation and its outcomes, suggesting a complex interaction between cultural expectations and emotion regulation strategies. These findings underscore the importance of supporting teachers' psychological needs and emotion regulation, particularly in rural schools, to promote effective teaching 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.)
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        Value: 10.1007/s40299-024-00963-x
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      – Code: eng
        Text: English
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        PageCount: 14
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      – SubjectFull: Psychological burnout
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Rural schools
        Type: general
      – SubjectFull: Urban schools
        Type: general
      – SubjectFull: Self-determination theory
        Type: general
      – SubjectFull: Need (Psychology)
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: Teacher Emotion Regulation in Chinese Rural and Urban Schools: Impact on Burnout and Teaching Styles.
        Type: main
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            NameFull: Wang, Jiawei
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            NameFull: Xing, Qiang
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            – D: 01
              M: 02
              Text: Feb2026
              Type: published
              Y: 2026
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