%0 Conference Paper %1 bathen2013daily %A Bathen, Magdalena %A Glinicke, Caroline %A Ohly, Sandra %A Schmitt, Antje %B Proceedings of the 16th EAWOP Congress 2013 - Imagine the future world: How do we want to work tomorrow? %D 2013 %K bathenpub ohlypub schmittpub wipsypub %P 849 %T A daily diary study of emotion regulation strategies used by teachers %X Purpose Emotion regulation involves the awareness of emotions, accepting emotions, the ability to control compulsive behaviors and the use of appropriate emotion regulation strategies. It is essential for teachers, to find out which strat‐ egies are most successful to control compul‐ sive behaviors in the context of negative events.  Design/Methodology   Different emotion regulation strategies, name‐ ly rumination, acceptance, behavior modula‐ tion, experiential modulation, cognitive change and reappraisal and their influence on positive and negative affect have been as‐ sessed in a daily diary study of 10 workdays with a sample of N=36 teachers. Results Emotion regulation strategies have a moderat‐ ing effect on the relationship between positive and negative affect in the morning and affect in the evening. Using experiential modulation strategy to deal with initial negative affect leads to significantly less negative affect in the evening. Moreover, the use of experiential modulation leads to significantly more positive affect later in the day after experiencing nega‐ tive affect earlier on. Experiential modulation can be understood as “ignoring” negative emotions. Results for the opposite strategy, namely rumination, support the above find‐ ings. Using rumination as emotion regulation strategy after experiencing negative affect leads to significantly lower levels of daily task performance. Limitations The research was conducted with only a small sample size of N=36 teachers. To report more general results, a larger sample is needed. Research/Practical Implications Recommendations for appropriate emotion regulation strategies for teachers can be made. Originality/Value This study extends the knowledge about workplace functioning and emotion regulation by taking in a teachers’ perspective on a daily basis

@inproceedings{bathen2013daily, abstract = {Purpose Emotion regulation involves the awareness of emotions, accepting emotions, the ability to control compulsive behaviors and the use of appropriate emotion regulation strategies. It is essential for teachers, to find out which strat‐ egies are most successful to control compul‐ sive behaviors in the context of negative events.  Design/Methodology   Different emotion regulation strategies, name‐ ly rumination, acceptance, behavior modula‐ tion, experiential modulation, cognitive change and reappraisal and their influence on positive and negative affect have been as‐ sessed in a daily diary study of 10 workdays with a sample of N=36 teachers. Results Emotion regulation strategies have a moderat‐ ing effect on the relationship between positive and negative affect in the morning and affect in the evening. Using experiential modulation strategy to deal with initial negative affect leads to significantly less negative affect in the evening. Moreover, the use of experiential modulation leads to significantly more positive affect later in the day after experiencing nega‐ tive affect earlier on. Experiential modulation can be understood as “ignoring” negative emotions. Results for the opposite strategy, namely rumination, support the above find‐ ings. Using rumination as emotion regulation strategy after experiencing negative affect leads to significantly lower levels of daily task performance. Limitations The research was conducted with only a small sample size of N=36 teachers. To report more general results, a larger sample is needed. Research/Practical Implications Recommendations for appropriate emotion regulation strategies for teachers can be made. Originality/Value This study extends the knowledge about workplace functioning and emotion regulation by taking in a teachers’ perspective on a daily basis}, added-at = {2016-05-09T17:26:34.000+0200}, author = {Bathen, Magdalena and Glinicke, Caroline and Ohly, Sandra and Schmitt, Antje}, biburl = {https://www.bibsonomy.org/bibtex/282f5f207bfca3069336c055c855ef46c/wipsykassel}, booktitle = {Proceedings of the 16th EAWOP Congress 2013 - Imagine the future world: How do we want to work tomorrow?}, interhash = {25c75a80ac4264fb3e0edccdc435f6ce}, intrahash = {82f5f207bfca3069336c055c855ef46c}, keywords = {bathenpub ohlypub schmittpub wipsypub}, month = may, pages = 849, timestamp = {2016-09-14T11:53:28.000+0200}, title = {A daily diary study of emotion regulation strategies used by teachers}, year = 2013 }