TY - JOUR
T1 - Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being
AU - Braun, Summer S.
AU - Schonert-Reichl, Kimberly A.
AU - Roeser, Robert W.
N1 - Funding Information:
This research was made possible through the generous support from the Random Acts of Kindness Foundation . The research reported here was also supported in part by a training grant from the Institute of Education Sciences ( R305B090007 ). The third author was supported by the Bennett Pierce Chair in Care and Compassion during the preparation of this manuscript. Opinions expressed are those of the authors and do not necessarily represent the granting agencies.
Publisher Copyright:
© 2020 Elsevier Inc.
PY - 2020/7/1
Y1 - 2020/7/1
N2 - Theoretical perspectives suggest the importance of teachers' emotion regulation skills, occupational health (e.g., burnout), and well-being (e.g., life satisfaction) for students, yet few studies have empirically tested these associations. The current study tested whether teachers' cognitive reappraisal, expressive suppression, occupational burnout, and life satisfaction in the fall were related to the level, and trajectory across the school year, of three indicators of student well-being: student-reported positive outlook, student-reported emotional distress, and peer-reported prosocial behavior. Multilevel growth modeling was employed to examine data from 15 elementary teachers and their 320 students. Teachers' emotion regulation skills and life satisfaction were associated with students' well-being: when teachers used cognitive reappraisal, students reported low emotional distress; when teachers used expressive suppression, students reported a less positive outlook and peers reported few prosocial behaviors; teachers' life satisfaction was associated with high levels of prosocial behavior. Effects on the trajectory of student well-being were not significant.
AB - Theoretical perspectives suggest the importance of teachers' emotion regulation skills, occupational health (e.g., burnout), and well-being (e.g., life satisfaction) for students, yet few studies have empirically tested these associations. The current study tested whether teachers' cognitive reappraisal, expressive suppression, occupational burnout, and life satisfaction in the fall were related to the level, and trajectory across the school year, of three indicators of student well-being: student-reported positive outlook, student-reported emotional distress, and peer-reported prosocial behavior. Multilevel growth modeling was employed to examine data from 15 elementary teachers and their 320 students. Teachers' emotion regulation skills and life satisfaction were associated with students' well-being: when teachers used cognitive reappraisal, students reported low emotional distress; when teachers used expressive suppression, students reported a less positive outlook and peers reported few prosocial behaviors; teachers' life satisfaction was associated with high levels of prosocial behavior. Effects on the trajectory of student well-being were not significant.
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U2 - 10.1016/j.appdev.2020.101151
DO - 10.1016/j.appdev.2020.101151
M3 - Article
AN - SCOPUS:85086161149
SN - 0193-3973
VL - 69
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
M1 - 101151
ER -