Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being

Aguinis, 2013, Best-practice recommendations for estimating cross-level interaction effects using multilevel modeling, Journal of Management, 39, 1490, 10.1177/0149206313478188 Alarcon, 2013, Great expectations: A meta-analytic examination of optimism and hope, Personality and Individual Differences, 54, 821, 10.1016/j.paid.2012.12.004 Bandura, 1971 Berry, 2010, Behavioral risk, teacher-child relationships, and social skill development across middle childhood: A child-by-environment analysis of change, Journal of Applied Developmental Psychology, 31, 1, 10.1016/j.appdev.2009.05.001 Best, 2009, Executive functions after age 5: Changes and correlates, Developmental Review, 29, 180, 10.1016/j.dr.2009.05.002 Braun, 2019, Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teacher-student interactions, Mindfulness, 10, 245, 10.1007/s12671-018-0968-2 Bronfenbrenner, 1994, Ecological models of human development, Vol. 3, 37 Brouwers, 2000, A longitudinal study of teacher burnout and perceived self-efficacy in classroom management, Teaching and Teacher Education, 16, 239, 10.1016/S0742-051X(99)00057-8 Butler, 2003, The social consequences of expressive suppression, Emotion, 3, 48, 10.1037/1528-3542.3.1.48 Corbin, 2019, The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion, Journal of School Psychology, 77, 1, 10.1016/j.jsp.2019.10.001 Crick, 1996, The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment, Child Development, 67, 2317, 10.2307/1131625 Del Giudice, 2018, Middle childhood: An evolutionary-developmental synthesis, 95 Diener, 1985, The satisfaction with life scale, Journal of Personality Assessment, 49, 71, 10.1207/s15327752jpa4901_13 Diener, 2013, Theory and validity of life satisfaction scales, Social Indicators Research, 112, 497, 10.1007/s11205-012-0076-y Ding, 2007, Gender, ethnicity, and grade differences in perceptions of school experiences among adolescents, Studies in Educational Evaluation, 33, 159, 10.1016/j.stueduc.2007.04.004 Domitrovich, 2017, Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children, Child Development, 0, 1 Eccles, 1999, The development of children ages 6 to 14, The Future of Children, 9, 30, 10.2307/1602703 Eccles, 2016, School and community influences on human development, 503 Erdogan, 2012, Whistle while you work: A review of the life satisfaction literature, Journal of Management, 38, 1038, 10.1177/0149206311429379 Farmer, 2011, Revealing the invisible hand: The role of teachers in children’s peer experiences, Journal of Applied Developmental Psychology, 32, 247, 10.1016/j.appdev.2011.04.006 Fischer, 1986, Optimism and pessimism in elementary school-aged children, Child Development, 57, 241, 10.2307/1130655 Garber, 2009, Depression in children, 1 Gest, 2011, Teaching practices and elementary classroom peer ecologies, Journal of Applied Developmental Psychology, 32, 288, 10.1016/j.appdev.2011.02.004 Greenberg, 2016 Gross, 2002, Emotion regulation: Affective, cognitive, and social consequences, Psychophysiology, 39, 281, 10.1017/S0048577201393198 Gross, 2003, Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being, Journal of Personality and Social Psychology, 85, 348, 10.1037/0022-3514.85.2.348 Gross, 1993, Emotional suppression: Physiology, self-report, and expressive behavior, Journal of Personality and Social Psychology, 64, 970, 10.1037/0022-3514.64.6.970 Haga, 2009, Emotion regulation: Antecedents and well-being outcomes of cognitive reappraisal and expressive suppression in cross-cultural samples, Journal of Happiness Studies, 10, 271, 10.1007/s10902-007-9080-3 Hamre, 2005, Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?, Child Development, 76, 949, 10.1111/j.1467-8624.2005.00889.x Harker, 2001, Expressions of positive emotion in women’s college yearbook pictures and their relationship to personality and life outcomes across adulthood, Journal of Personality and Social Psychology, 80, 112, 10.1037/0022-3514.80.1.112 Herman, 2018, Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes, Journal of Positive Behavior Interventions, 20, 90, 10.1177/1098300717732066 Hughes, 2011, Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self efficacy, Journal of Applied Developmental Psychology, 32, 278, 10.1016/j.appdev.2010.03.005 Jennings, 2015, Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students, Mindfulness, 6, 732, 10.1007/s12671-014-0312-4 Jennings, 2013, Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial, School Psychology Quarterly, 28, 374, 10.1037/spq0000035 Jennings, 2009, The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes, Review of Educational Research, 79, 491, 10.3102/0034654308325693 Jennings, 2012, Supporting educational goals through cultivating mindfulness: Approaches for teachers and students Johnson, 2005, The experience of work-related stress across occupations, Journal of Managerial Psychology, 20, 178, 10.1108/02683940510579803 Kapornai, 2008, Depression in children, Current Opinion in Psychiatry, 21, 1, 10.1097/YCO.0b013e3282f25b01 Kazdin, 1993, Adolescent mental health, American Psychologist, 48, 127, 10.1037/0003-066X.48.2.127 Keller, 2014, Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study, Frontiers in Psychology, 5, 1 Kern, 2016, The EPOCH measure of adolescent well-being, Psychological Assessment, 28, 586, 10.1037/pas0000201 Kokkinos, 2005, Correlates of teacher appraisals of student behaviors, Psychology in the Schools, 42, 79, 10.1002/pits.20031 Kusche, 1998 Laurenceau, 1998, Intimacy as an interpersonal process: The importance of self-disclosure, partner disclosure, and perceived partner responsiveness in interpersonal exchanges, Journal of Personality and Social Psychology, 74, 1238, 10.1037/0022-3514.74.5.1238 Linsin Luckner, 2011, Teacher–student interactions in fifth grade classrooms: Relations with children’s peer behavior, Journal of Applied Developmental Psychology, 32, 257, 10.1016/j.appdev.2011.02.010 Markow, 2013 Martin, 2005, Cognitive emotion regulation in the prediction of depression, anxiety, stress, and anger, Personality and Individual Differences, 39, 1249, 10.1016/j.paid.2005.06.004 Mashburn, 2008, Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills, Child Development, 79, 732, 10.1111/j.1467-8624.2008.01154.x Maslach, 1996 Maslach, 2001, Job burnout, Annual Review of Psychology, 52, 397, 10.1146/annurev.psych.52.1.397 Masten, 1998, The development of competence in favorable and unfavorable environments, American Psychologist, 53, 205, 10.1037/0003-066X.53.2.205 Masters, 2004, Conceptualising and researching student wellbeing, Australian Council for Educational Research, 1 McLean, 2015, Depressive symptoms in third-grade teachers: Relations to classroom quality and student achievement, Child Development, 86, 945, 10.1111/cdev.12344 Meier, 2006, Importance of social skills in the elementary grades, Education and Treatment of Children, 29, 409 Noam, 1998 Oberle, 2016, Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students, Social Science & Medicine, 159, 30, 10.1016/j.socscimed.2016.04.031 Pianta, 2004, Teacher-child relationships and children’s success in the first years of school, School Psychology Review, 33, 444, 10.1080/02796015.2004.12086261 Roeser, 2013, Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials, Journal of Educational Psychology, 105, 787, 10.1037/a0032093 Roberts, 2016, Exploring teachers’ depressive symptoms, interaction quality, and children’s social-emotional development in Head Start, Early Education and Development, 27, 642, 10.1080/10409289.2016.1127088 Roeser, 2000, School as a context of early adolescents’ academic and social-emotional development: A summary of research findings, The Elementary School Journal, 100, 443, 10.1086/499650 Schonert-Reichl, 2017, Social and emotional learning and teachers, Future of Children, 27, 137, 10.1353/foc.2017.0007 Seligman, 2010 Skinner, 1993, Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year, Journal of Educational Psychology, 85, 571, 10.1037/0022-0663.85.4.571 Illinois State Board of Education, 2019 Spilt, 2011, Teacher wellbeing: The importance of teacher-student relationships, Educational Psychology Review, 23, 457, 10.1007/s10648-011-9170-y Srivastava, 2009, The social costs of emotional suppression: A prospective study of the transition to college, Journal of Personality and Social Psychology, 96, 883, 10.1037/a0014755 Sutton, 2003, Teachers’ emotions and teaching: A review of the literature and directions for future research, Educational Psychology Review, 15, 327, 10.1023/A:1026131715856 Weissberg, 2015, Social and emotional learning: Past, present, and future, 3 Wentzel, 1993, Does being good made the grade? Social behavior and academic competence in middle school, Journal of Educational Psychology, 85, 357, 10.1037/0022-0663.85.2.357 World Health Organization. (2003). Creating an environment for emotional and social well-being. Zembylas, 2005, Beyond teacher cognition and teacher beliefs: The value of ethnography of emotions in teaching, International Journal of Qualitative Studies in Education, 18, 465, 10.1080/09518390500137642