Influencing Factors Of Teacher's Emotional Understanding And Cognitive Processing Characteristics

As one essential element of emotion intelligence,emotion understanding can be regarded as a kind of ability as well as a psychological process.Specifically,emotion understanding not only refers to such ability through which individual can speculate and explain correctly the emotion of others on the basis of any available cues and the combination of culture and social regulation,also to a series of cognitive process in which emotion cues are encoded and decoded.Compared with the understanding of linguistic meaning correct and quick emotion understand is more helpful for one to adjust oneself to adopt sophisticated interpersonal relationship and predicate behaviors of others,reducing the risk of interpersonal conflicts.However,previous studies on emotion understanding focused more on the occurrence and development of children emotion understanding than on the normal adults.Meanwhile,it is quite necessary for a teacher to correctly and quickly understand students’ emotions in the courses of their everyday teaching management and communicating with students.Given the fact that insulting events and conflicts between students and teachers often occur on campus partially due to the ignorance of students’ emotion or misunderstanding their emotion,therefore,the studies on emotion understanding of teachers has received more and more focus.The purpose of current study is to investigate the psychological structure,the factors and the cognitive process characteristics of teachers’ emotion understanding from the perspective of ability and psychology process respectively with expectation of initial theory exploration for the structure of teachers’ emotion understanding,and the theoretical guidance for crisis intervention for teachers in their everyday teaching activities,communication with students and teaching training.Based on above requirement of the theory exploration and practical application,three parts are involved in this study.Study one,psychology structure exploration of teachers’ emotion understanding.In this part,based on previous analysis of literature and some field reviewing and questionnaires to students and teachers as well as on combination of data analysis,the psychology structure of teachers’ emotion understanding was built,the ability questionnaire for teachers’ emotion understanding was made according to psychometric theory,based on which the research design and experiment materials making were carried out.Study two,research on the factors of teachers’ emotion understanding,in this part,based on study one the influential factors of teachers’ emotion understanding were investigated using questionnaire and experiment.our study indicated that interpersonal relationships plays an important role in emotion understanding,and the age of teaching,gender of teachers and self-concept are correlated respectively with the ability of emotion understanding.Study three,in this part the cognitive process characteristics of teachers’ emotion understanding was investigated with two experiments.Specifically,the role of different non-speech cues in the courses of teachers’ emotion understanding was firstly investigated with eye-movement tracking technology,cognitive process characteristics of emotion understanding were compared between fresh and experienced teachers.Secondly,using Event Related Positive(ERP)the time course characteristics of cognitive process for explain and implicit verbal emotion understanding with sentence and phrase recognition task was test.Time course characteristics were compared between fresh and experienced teachersBased on the results of three studies above,following conclusions can be made safely:1.Recognizing complicated emotion,emotion attribution and emotion transform are involved in the structure of teachers’ emotion understanding.The ability questionnaire for teachers’ emotion understanding is qualified with psychometry and can be used for evaluation of teachers’ ability of emotion understanding.2.The ability of teachers’ emotion understanding correlated with:(1)Gender,female’ ability is higher than male’s.(2)Age of teaching,the longer of teaching age the higher of ability.(3)Grades of students,there is an inverted U shape relationship between grades and abililty,namely the ability of emotion understanding of primary and college teachers is higher than that of high and secondary teachers.(4)Nervosity and self-concept,the ability of teachers with stable emotion and good self-concept is higher.3.The degree of feeling and familiarity to objective and types of emotion influences the speed and accuracy of emotion understanding:(1)Teachers are more likely to ignore the reason of emotion of students with higher degree of good feeling.(2)Teachers tend to make an inner attribution with negative emotion and an outside attribuation with positive emotion when they attempt to under the emotion of students with lower degree of good feeling.(3)Teachers tend to spend more time to judge whether the emotion of students with low degree of good feeling and familiarity may transform4.The cue of background and teaching age play an important role in the course of nonspeach language enotion understanding,and its effect mainly occurs at the late stage of cognitive process.Experienced teachers have a higher efficiency and lower feeling of task difficulty than fresh teachers when they understand the nonverbal emotion.5.Pre-service teachers’ higher ability of emotion understanding facilitate their information recognition and meaning comprehension of implicit emotion at early stage of information process.