Teachers' Beliefs About Children's Anger and Skill in Recognizing Children's Anger Expressions.
beliefs
emotion
emotion recognition
emotion understanding
teacher-student relationship
Journal
Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902
Informations de publication
Date de publication:
2020
2020
Historique:
received:
23
07
2019
accepted:
28
02
2020
entrez:
9
4
2020
pubmed:
9
4
2020
medline:
9
4
2020
Statut:
epublish
Résumé
Everyday beliefs often organize and guide motivations, goals, and behaviors, and, as such, may also differentially motivate individuals to value and attend to emotion-related cues of others. In this way, the beliefs that individuals hold may affect the socioemotional skills that they develop. To test the role of emotion-related beliefs specific to anger, we examined an educational context in which beliefs could vary and have implications for individuals' skill. Specifically, we studied 43 teachers' beliefs about students' anger in the school setting as well as their ability to recognize expressions of anger in children's faces in a dynamic emotion recognition task. Results revealed that, even when controlling for teachers' age and gender, teachers' belief that children's anger was useful and valuable in the school setting was associated with teachers' accuracy at recognizing anger expressions in children's faces. The belief that children's anger was harmful and not conducive to learning, however, was not associated with teachers' accuracy at recognizing children's anger expressions. These findings suggest that certain everyday beliefs matter for predicting skill in recognizing specific emotion-related cues.
Identifiants
pubmed: 32265790
doi: 10.3389/fpsyg.2020.00474
pmc: PMC7107660
doi:
Types de publication
Journal Article
Langues
eng
Pagination
474Informations de copyright
Copyright © 2020 Hagan, Halberstadt, Cooke and Garner.
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