Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/10309
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dc.contributor.authorDr. NALIPAY Ma. Jenina N.en_US
dc.contributor.authorMordeno, Imelu G.en_US
dc.contributor.authorSemilla, J-roel B.en_US
dc.contributor.authorFrondozo, Cherry E.en_US
dc.date.accessioned2024-07-30T07:22:08Z-
dc.date.available2024-07-30T07:22:08Z-
dc.date.issued2019-
dc.identifier.citationThe Asia-Pacific Education Researcher, 2019, vol. 28, pp. 313-325.en_US
dc.identifier.issn2243-7908-
dc.identifier.issn0119-5646-
dc.identifier.urihttp://hdl.handle.net/20.500.11861/10309-
dc.description.abstractAlthough there are studies that link both implicit beliefs and emotions with well-being, most of these studies have been conducted in a domain-general context. The aim of this study was to contextualize these findings in the teaching context by examining the role of implicit beliefs about teaching ability in teacher emotions and satisfaction. This study draws on two theories of emotions: appraisal theories of emotion and broaden-and-build theory of positive emotions in order to understand the roles of cognition (i.e., implicit beliefs about teaching ability: incremental and entity beliefs) and emotions (i.e., teacher emotions: enjoyment, anger, and anxiety) in teaching satisfaction. Using data from a sample of 413 Filipino pre-service teachers, results of structural equation modeling provided support for a model of incremental beliefs about teaching ability predicting teaching satisfaction through teacher emotion of enjoyment. The findings of the study underscore the important role of implicit beliefs about the malleability of teaching ability and positive emotions toward the teaching experience in pre-service teachers’ teaching satisfaction.en_US
dc.language.isoenen_US
dc.relation.ispartofThe Asia-Pacific education researcheren_US
dc.titleImplicit beliefs about teaching ability, teacher emotions, and teaching satisfactionen_US
dc.typePeer Reviewed Journal Articleen_US
dc.identifier.doihttps://doi.org/10.1007/s40299-019-00467-z-
item.fulltextNo Fulltext-
crisitem.author.deptDepartment of Counselling & Psychology-
Appears in Collections:Counselling and Psychology - Publication
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