Abstract
<p style="text-align:justify">This study examined teachers’ attributions and emotions for their subjectively perceived interpersonal relationships with their students as positive or negative, and whether hope (pathways thinking, agency thinking) influences the perceived positive or negative interpersonal relationships, the subsequent attributions and emotions, and the impact of attributions on emotions. Fifty teachers, of both genders, completed the questionnaire for each of their five students who were randomly selected from their teaching classes. The results revealed that the positive interpersonal relationships were predominately attributed to stable, personally controllable and self-student controllable factors, whereas the negative interpersonal relationships were primarily attributed to external, external controllable, unstable, and self-student controllable factors. Also, teachers reported positive emotions of high intensity (sympathy, cheerfulness, exciting, love, not anger, calmness) for the positive relationships, and negative emotions of moderate intensity (no enthusiasm, shame, anxiety, no excitement) for the negative relationships. Yet, the high hope teachers made adaptive attributional and emotional appraisals for the positive and, mainly, negative interpersonal relationships. Agency thinking, as compared to pathway thinking, was a better and worse formulator of the appraisals in negative and positive interpersonal relationships, respectively. Hope, additionally, had direct effect on the emotions, beyond that afforded by attributions, particularly in negative interpersonal relationships.</p>
Highlights
Interpersonal relationships have been widely considered as a central source of happiness and well-being, and as a buffer against stress (Argyle, 2001; Carr, 2005; Holder & Coleman, 2009; Saphire-Bernstein & Taylor, 2013; Schoebi & Randall, 2015; Stephanou, 2012)
This study examined teachers’ attributions and emotions for their subjectively perceived interpersonal relationships with their students as positive or negative, and whether hope influences the perceived positive or negative interpersonal relationships, the subsequent attributions and emotions, and the impact of attributions on emotions
This study provides insight into teachers’ attributions and emotions for the interpersonal relationships with their students that have been limitedly examined, and it stresses the role of dispositional hope in the attributional appraisal and emotional experience for the interpersonal relationships
Summary
Interpersonal relationships have been widely considered as a central source of happiness and well-being, and as a buffer against stress (Argyle, 2001; Carr, 2005; Holder & Coleman, 2009; Saphire-Bernstein & Taylor, 2013; Schoebi & Randall, 2015; Stephanou, 2012). The available literature evident that adaptive interpersonal relationships with the teacher function against stress and risk, and it is a beneficial factor for students’ motivation, engagement for school achievement, learning and a rich variety of relevant factors to academic outcomes, such as healthy social, cognitive and emotional functioning, self-esteem and self-worth (Davis, 2003; den Brok et al, 2004; Martin & Dowson, 2009; Maulana et al, 2014; Opdenakker et al, 2012; Pianta, 2006; Pianta et al, 2012; Stephanou, 2007, 2014; Zandvliet et al, 2014)
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