Emotions are at the core of the educational enterprise but their role is mostly left unexamined. This book explores the role of emotions across students, teachers and school leaders. It showcases current theoretical and empirical research on emotions in educational settings conducted in the Asian context. The book consists of three parts, namely, emotions in learning, emotions in teaching and emotions in leadership. These chapters cover different levels from students (e.g., school, university), to teachers (e.g., pre-service, in-service) and to school leaders (e.g., middle-level teachers, principals). Samples are recruited from a wide range of Asian contexts (e.g., Hong Kong SAR, Macau SAR, Mainland China, Singapore and the Philippines). Collectively, the authors use a variety of methods ranging from quantitative to qualitative approaches and demonstrate innovative theoretical work that pushes the boundaries of emotions research forward.
Table of Contents
Part 1: Emotions In Learning 1. To Work Hard Or Not? The Conflicting Effects Of Negative Emotions On Persistence After Academic Failure In A Confucian-Heritage Cultural Context (Bih-Jen Fwu, Chih-Fen Wei, Shun-Wen Chen, & Hsiou-Huai Wang) 2. Relationship Between Beliefs About Collaboration And Epistemic Emotions In Collaborative Learning: An Explorative Study Among Secondary School Students (Wincy Wing Sze Lee) 3. It Is Better To Receive And Appreciate The Good Than To Do Good: Gratitude And Altruism As Predictors Of Positive Relationships And Well-Being In Schools (Imelda S. Caleon and Nur Qamarina Binte Ilham)
4. Differences In Academic Emotions Of Macau Chinese And Mainland Chinese University Students: Exploring The Role Of Achievement Goals (Allan B. I. Bernard and Yishen Li) 5. Academic Boredom Weakens The Relationship Between Value Appraisals And Achievement In Mathematics (Felicidad T. Villavicencio) Part 2: Emotions In Teaching 6. A Descriptive Review Of Research Published On Teacher Emotion In Asia 1990-2019
(Junjun Chen) 7. Teachers’ Self-Monitoring, Environmental Appraisals And Their Professional Functioning: Insights From An Emotional Perspective (Shenghua Huang and Hongbiao Yin) 8. Joyful Teachers: How Enjoyment And Psychological Empowerment Foster Teachers’ Work Engagement (Jenina Nalipay, Ronnel King, Cherry Frondozo, and Imelu Mordeno) 9. Using Rasch Measurement Model To Examine The Psychometric Properties Of Teacher Emotion Inventory (Tei) Among Special Education Teachers: An Exploratory Study (Lan Yang, Jinxin Zhu, and Junjun Chen) 10. Values, Emotions, And Emotion Regulation In Special Education Teachers In Hong Kong: Influences On Life Satisfaction And Occupational Stress (Hui Wang, Lan Yang, Ronnel King, Kuen Fung Sin, and Zi Yan) Part 3: Emotions In Leadership 11. Outcomes Of School Administrators' Emotions: A Review Of Empirical Evidence In The Asian Context (Mustafa Toprak and Mehmet Karakus) 12. School Leadership, Followers’ Emotional Experience, And Self-Regulation: Applying The Acceptance And Commitment Therapy (Act) Approach To Educational Management (Ori Eyal and Izhak Berkovich) 13. School Principals’ Emotional Labor Strategies: A Narrative Perspective (Junjun Chen) 14. Experiences Of Teacher Leaders In Hong Kong And Shanghai: Recovery, Work Enjoyment, And Workplace Creativity (Jiafang Lu)
Junjun Chen is an Assistant Professor in the Department of Education Policy and Leadership, at the Education University of Hong Kong, Hong Kong SAR. Her research focuses on measuring teachers' and principals' well-being, leadership behavior and how these enhance with each other.
Ronnel B. King is an Associate Professor at the Faculty of Education, University of Macau and an Adjunct Associate Professor at The Education University of Hong Kong. His research focuses on understanding the factors that underpin motivation and well-being and developing positive psychology/education interventions to enhance these optimal states.