Mei‐Lin Chang
Biographic Data
| ID | 6790567 |
|---|---|
| NAME | Mei‐Lin Chang |
| GIVEN NAMES | Mei‐Lin |
| FAMILY NAME | Chang |
| SIGNATURE | CHANG M L |
| AFFILIATIONS | Kennesaw State University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Teachers’ emotional appraisals and the reframing of student change in post-pandemic schools
Introduction The return to “normal” schooling after the COVID-19 pandemic reactivated many of the emotional, instructional, and moral tensions teachers experienced during emergency remote teaching. Yet, little is known about how teachers’ emotional appraisals of post-pandemic classrooms intersect with deficit-oriented “learning loss” discourses. Guided by appraisal theory and Frenzel’s reciprocal model of teacher emotions, this qualitative study …
Teachers’ emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis
Teachers experience and express various emotions of different qualities and intensities. They also adopt emotion regulation strategies to increase teaching effectiveness and maintain professionalism. Previous reviews of teachers’ emotion regulation have focused on their emotional labor (i.e., deep and surface acting)—a subdimension of emotion regulation. The present review aims to incorporate multiple perspectives and conceptualizations, hence af…
Teacher emotion regulation strategies in response to classroom misbehavior
This research examined how teachers regulate their emotions in the context of student misbehaviour and what the affective consequence of this regulation is for teachers. In Study 1 we descriptively examined which strategies teachers use to regulate their emotions in response to student misbehaviour and found that teachers use a variety of strategies to regulate their emotions. In Study 2, using an Experience Sampling Method, we examined how teach…
Emotion Display Rules, Emotion Regulation, and Teacher Burnout
Cognitive appraisal theories of emotions suggest that emotions are elicited by evaluations of events and situations and that our beliefs influence the ways we appraise or judge situations that we encounter. Gross and John (2003) theorized cognitive reappraisal and expressive suppression as two general forms to regulate emotions. Although teacher emotion has been studied more extensively in the recent decade, Chang (2009b) has argued that there is…
Culture as mediator: Co-regulation, self-regulation, and middle school mathematics achievement
Purpose Self-regulation is defined as strategic, metacognitive behavior, motivation and cognition aimed at a goal (Zimmmerman and Schunk, 2011). Co-regulation, arguably more aligned with norms in communal cultures, is the process of learners sharing “a common problem-solving plane” through which self-regulatory strategies are learned (Hadwin and Oshaige, 2011, p.247). This paper aims to investigate the impact of co-regulation on self-regulation a…
Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study
Emotional exhaustion (EE) is the core component in the study of teacher burnout, with significant impact on teachers' professional lives. Yet, its relation to teachers' emotional experiences and emotional labor (EL) during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their EE (trait), and via the experience sampling method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, ange…
Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers
Teachers’ emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis
Teachers experience and express various emotions of different qualities and intensities. They also adopt emotion regulation strategies to increase teaching effectiveness and maintain professionalism. Previous reviews of teachers’ emotion regulation have focused on their emotional labor (i.e., deep and surface acting)—a subdimension of emotion regulation. The present review aims to incorporate multiple perspectives and conceptualizations, hence af…
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers
Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping
Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study
Emotional exhaustion (EE) is the core component in the study of teacher burnout, with significant impact on teachers' professional lives. Yet, its relation to teachers' emotional experiences and emotional labor (EL) during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their EE (trait), and via the experience sampling method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, ange…
Culture as mediator: Co-regulation, self-regulation, and middle school mathematics achievement
Purpose Self-regulation is defined as strategic, metacognitive behavior, motivation and cognition aimed at a goal (Zimmmerman and Schunk, 2011). Co-regulation, arguably more aligned with norms in communal cultures, is the process of learners sharing “a common problem-solving plane” through which self-regulatory strategies are learned (Hadwin and Oshaige, 2011, p.247). This paper aims to investigate the impact of co-regulation on self-regulation a…
Emotion Display Rules, Emotion Regulation, and Teacher Burnout
Cognitive appraisal theories of emotions suggest that emotions are elicited by evaluations of events and situations and that our beliefs influence the ways we appraise or judge situations that we encounter. Gross and John (2003) theorized cognitive reappraisal and expressive suppression as two general forms to regulate emotions. Although teacher emotion has been studied more extensively in the recent decade, Chang (2009b) has argued that there is…
Teacher emotion regulation strategies in response to classroom misbehavior
This research examined how teachers regulate their emotions in the context of student misbehaviour and what the affective consequence of this regulation is for teachers. In Study 1 we descriptively examined which strategies teachers use to regulate their emotions in response to student misbehaviour and found that teachers use a variety of strategies to regulate their emotions. In Study 2, using an Experience Sampling Method, we examined how teach…
Teachers’ emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis
Teachers experience and express various emotions of different qualities and intensities. They also adopt emotion regulation strategies to increase teaching effectiveness and maintain professionalism. Previous reviews of teachers’ emotion regulation have focused on their emotional labor (i.e., deep and surface acting)—a subdimension of emotion regulation. The present review aims to incorporate multiple perspectives and conceptualizations, hence af…
Teachers’ emotional appraisals and the reframing of student change in post-pandemic schools
Introduction The return to “normal” schooling after the COVID-19 pandemic reactivated many of the emotional, instructional, and moral tensions teachers experienced during emergency remote teaching. Yet, little is known about how teachers’ emotional appraisals of post-pandemic classrooms intersect with deficit-oriented “learning loss” discourses. Guided by appraisal theory and Frenzel’s reciprocal model of teacher emotions, this qualitative study …
Psychology (7 works) · Social Psychology (7 works) · Developmental psychology (6 works) · Emotional Labor in Professions (5 works) · Burnout (4 works) · Clinical Psychology (4 works) · Communication in Education and Healthcare (4 works) · Applied Psychology (3 works) · Early Childhood Education and Development (3 works) · Pedagogy (3 works)