The presentation of emotions on stage: a study of theatre actors in Assam

The study aims to explore emotional labour strategies and the associated outcomes among stage actors. Data were gathered over one-to-one qualitative interviews with seven theatre actors. Acting experience ranged from three to 42 years. Five emotional labour strategies emerged, i.e. (1) technical work, (2) relying on inner resources, (3) empathizing with a character, (4) transforming self and (5) relying on others. The outcomes of emotional labour extended from benign to pernicious, encompassing four themes: (1) fusion of professional–personal identities, (2) overidentification with a character, (3) constructive outcomes (emotional intelligence and superior performance onstage) and (4) conditional factors (individual characteristics and peculiarities of the play). This article raises awareness of emotional labour strategies and outcomes. Interpretation of findings viewing from an organizational psychology perspective allows to identify potential impact of organizational factors and consider practices that address mental health at work, work–life balance and personal–professional identity fusion among stage actors.

Chinese preschool teachers’ emotional labor and regulation strategies

The previous two decades of the 20th century has witnessed a dynamic change in the distribution of employment that has shifted from agriculture and industry to the service sector. With the rise of the service sector, more numbers of employees are involved in direct contact with the client and in such occupations, the job demands expression of appropriate emotions during the interaction. Concomitant with this transition a relatively new labour market has been created, which is marked by work roles that focus on direct communication between service workers and customers. Many a times the front-line service workers have to regulate their emotions in jobs so as to appear professional, even when during unpleasant situations. This new type of labour which has emerged from the work demand is termed as ‘Emotional labour’. Emotional labour is not confined tocustomer service workers, it can be challenging for most of us, because it is not easy to hide true emotions and display emotions required in work place. Organizational expectation of emotional expression by employees at work place leads to emotional labour. Arlie Hochschild (1983) was the first sociologist to distinctively point out the management and display of emotions by workers as part of their work role. She defined emotional labour as the management of emotions in order to bring out visible facial and bodily display. Hochschild asserted that emotional labour is a stressor that maybe harmful for the psychological and physical well-being of employees. Her findings suggested that the need to manage emotions in work place may bring in contradiction between the emotions an employee feels and the emotions he/she has to display while working with customers. This discrepancy between required and true emotions is referred to as ‘Emotional dissonance’. The more the conflict between the required and true emotions, the more employees tend to experience stress, job burnout, and psychological alienation from self. Hochschild proposed two different approaches to reduce emotional dissonance, which are surface acting (outward behavior) and deep acting (inner feelings). As the emotional state of employees is directly related to work performance, management of factors causing emotional labor is an important aspect at work environment.

Elite sport coaching requires a high level of demanding emotional labor. The aim of this article was to analyze the emotional labor of handball coaches during high-stake elite matches. A situational approach was adopted, in which emotional labor is composed of three interdependent elements: emotional regulation (composed of various enacted forms), emotional experience and emotional inducers. Ten coaches from France’s first and second handball divisions were filmed during fifteen matches and invited to take part in self-confrontation interviews immediately after each match. During these interviews, they were asked to explain how they had regulated their emotional experience throughout the match. Analyzing the coaches’ retrospective verbalizations using NVivo Software highlighted 121 moments of emotional labor with four enacted forms of emotional regulation: (1) “Sincerely expressing emotions” (n = 63; 52.1%); (2) “Masking emotions” (n = 30; 24.8%); (3) “Relativizing emotions” (n = 17; 14%); and (4) “Amplifying emotions” (n = 11; 9.1%). Negative emotions accounted for three quarters of these moments of emotional labor (75.2%) and three categories of inducers were highlighted (i.e., “Inappropriate behavior from the players”, “Disagreement with a referee’s decision”, and “Success of the players”). Statistical analyses showed significant associations between emotional regulation and emotional experience, and between emotional regulation and emotional inducers. Emotional labor therefore appears to be an integral part of coaches’ activity during elite matches. The various enacted forms of emotional regulation emerge depending on the emotions experienced and the perceived inducers, thus emphasising the emotional flexibility of elite-level coaches.

Current research demonstrates that requirements to express emotions which are not genuinely felt in the particular situation (emotional dissonance) are associated with negative long and short-term effects. The aim of the present study was to investigate: (a) the psychophysiological short-term effects of emotional dissonance in a face-to-face service interaction and (b) the moderating role of gender and neuroticism. In total, 32 women and 27 men were instructed to play the role of a service employee, who had to interact with an angry and rude customer. Half of the sample was given information that the organization expected them to be friendly (emotional dissonance), the other half was told they were expected to act naturally and show their genuine feelings (no emotional dissonance). Subjective and behavioral responses revealed that participants in the “friendly” condition modulated their emotional expressions to a greater extent than those in the “naturally” condition. Participants in the “friendly” condition showed stronger systolic and diastolic blood pressure responses. Furthermore, hierarchical regression analyses yielded that gender and neuroticism partly moderated the association between emotional dissonance and participants' psychophysiological response.

Present study is investigating the impact of bullying and anger on emotional regulation among stage actors. It is further assessing that how bullying effects on the performance of stage actors and how they regulate their negative emotions such as anger. Significant positive correlation of gender with emotional regulation and anger management was hypothesized. Purposive sampling technique was applied to select respondents from target population. Sample size was n=90 stage actors which was further divided into male (n=63), female (n=27). Data is collected from Lahore, Faisalabad, Rawalpindi, Gujranwala and Multan districts Punjab Pakistan, with the help of standard structured instruments that includes, Novaco Anger Questionnaire (Novaco, 1986), Emotional Regulation scale by (Gross & John, 2003) and Espelage & Holt (2001) Bullying Scale. Linear regression and t-test were applied by using SPSS. Linear regression analysis shows anger and bullying is a negative predictor of emotional regulation while t-test shows significant relationships on bullying and anger with emotional regulation. Replication of this study with inclusion of more cities, larger sample size and random sampling technique is recommended to find more reliable and valid results.

This study investigated emotional experience and emotion regulations among emotional laborers at work and off work across work years. In order to make a cross-sectional approach, 165 cabin crews were recruited from a commercial airline in Korea, whose work experiences varies from 1 month to longer than 16 years. The results of regression analysis showed that negative emotional experiences were explained by work years. However, positive emotional experiences reduced among laborers with up to around 8 work years and then increased. Such curvlinear pattern was also found in cognitive reappraisal, which is a type of emotion regulation strategies. In addition, we conducted moderation analyses to investigate the association between emotion regulation at work and off work in terms of work years. The results showed that the association between cognitive reappraisal at work and off work were stronger among laborers with short work years than those with long work years. These findings suggest that the maladaptive consequences of emotional labor such as less positive emotional experiences, less cognitive reappraisal, and more spillover effect may tone down at some point of work years. Theoretical implications and suggestions for practitioners were included.

BackgroundThis scoping review’s aim is to provide a comprehensive overview of ecological momentary assessment (EMA)- based research on emotional labor (EL) as emotion regulation (ER). This includes an examination of the theoretical foundation this research builds on, how the hypothesized relationships are investigated using EMA methods as well as the studies’ findings themselves. We built on the work of Grandey and Melloy (J Occup Health Psychol 22:407–22, 2004), who broadly distinguished between the two regulatory strategies of deep acting (DA) and surface acting (SA), embedded in a hierarchical model of emotional labor, as a guiding theory for structuring this review.MethodsTo be included, studies had to use EMA to measure SA or DA, with no restrictions regarding population and date of publication. The electronic databases CINAHL, PsycArticles, PsycINFO, PSYNDEX, Embase, PubMed, and Web of Science were searched. Studies were included if they met the above criteria and were written in English or German. Out of 237 publications, 12 were chosen for this review.ResultsAll studies were based on emotional labor theories, with Arlie Hochschild’s theory being the most popular, followed by Alicia Grandey's emotional labor theory and its modifications (Grandey AA. Emotion Regulation in the Workplace: A New Way to Conceptualize Emotional Labor; Grandey AA. When “the show must go on”: Surface acting and deep acting as determinants of emotional exhaustion and peer-rated service delivery. 2003). The methodological quality of the studies varied greatly. The results of the studies indicate that SA is influenced by negative events, trait SA, service innovation and certain emotions, while DA is influenced by positive events and emotional intelligence. Emotional labor benefits the organization, e.g., by improving customer conflict handling, but also causes harm by increasing employee withdrawal behavior. For the employee, emotional labor results in more harm than benefits.Conclusions The research area is still in its early stages and the findings are mostly consistent, but the small number of studies needs to be replicated to increase the reliability of the results. The lack of evidence for ertain hypotheses highlights the presence of unresolved relationships that require further exploration. We are only at the beginning of investigating emotional labor using ecological momentary assessment, and conducting more high-quality studies will significantly enhance our comprehension of emotional labor.

The purpose of this study was to investigate the association between emotional labor and depressive symptom in Korean service workers. A total of 5,000 service employers who were working at least 1 hour a day from a nationwide sample were analyzed. A 11-items of Korean Emotional Labor Scale (K-ELS@11) was used for the evaluation of the exposures to emotional labor. It consists of 4 sub-factors: ‘emotional regulation’ (2 items), ‘emotional dissonance’ (3 items)’, ‘organizational monitoring’ (2 items), and ‘organizational protective system for emotional labor’ (4 items). Depressive symptom for the past 1 year was measured using a dichotomous variable (‘Yes’ vs. ‘No’) through a self-reported questionnaire. The multivariate logistic regression analysis was conducted after controlling for socio-demographic and job characteristics. The results show that four sub-factors of emotional labor were positively related to depressive symptom (emotional regulation, OR: 1.389, 95% CI: 1.209-1.596; emotional dissonance, OR: 2.481, 95%CI: 2.107-2.922; organizational monitoring, OR: 1.623, 95% CI: 1.416-1.861; organizational protective system for emotional labor, OR: 1.414, 95% CI: 1.230-1.625) after adjustment for sociodemographics(sex, age, education, monthly income, and marital status) and job characteristics(working duration, weekly working hours, type of employment, job types, and shift work). These results indicate that service workers’ emotional labor during performing their duties might contribute to develop depressive symptom.

Emotional labor has been an area of burgeoning research interest in occupational health psychology in recent years. Emotional labor was conceptualized in the early 1980s by sociologist Arlie Hochschild (1983) as occupational requirements that alienate workers from their emotions. Almost 2 decades later, a model was published in Journal of Occupational Health Psychology (JOHP) that viewed emotional labor through a psychological lens, as emotion regulation strategies that differentially relate to performance and wellbeing. For this anniversary issue of JOHP, we review the emotional labor as emotion regulation model, its contributions, limitations, and the state of the evidence for its propositions. At the heart of our article, we present a revised model of emotional labor as emotion regulation, that incorporates recent findings and represents a multilevel and dynamic nature of emotional labor as emotion regulation. (PsycINFO Database Record

ABSTRACTAimTo evaluate the impact of emotional labor on job burnout among young nurses and investigate the mediating roles of social support and emotional regulation.DesignA cross‐sectional survey.MethodsThe cross‐sectional study recruited 1103 young nurses using convenience sampling from six tertiary‐level hospitals in Henan Province, China. Data were collected through an online questionnaire survey, which included a self‐administered socio‐demographic questionnaire, the Emotional Labor Scale (ELS), the Social Support Scale (SSS), the Emotion Regulation Questionnaire (ERQ) and the Maslach Burnout Inventory Scale (MBI). Statistical analyses were performed using IBM SPSS Statistics 25.0 and AMOS 26.0.ResultsJob burnout had a significant effect on emotional labor, social support and emotional regulation. Mediation analysis revealed that social support and emotional regulation partially mediated the predictive relationship between emotional labor and job burnout. The findings suggest that emotional labor among young nurses indirectly influences their job burnout through social support and emotional regulation. This study provides nursing administrators and healthcare policymakers with a resource to build a supportive environment to increase young nurses' emotional regulation abilities and to decrease their job burnout.Patient or Public ContributionNo patient or public contribution.

Background Physical Education (PE) teaching and sports coaching are occupations that test professionals’ emotions daily. When working with a group, these professionals are required to regulate their emotions and align them with the expectations of the very socially exposed situation in which they find themselves. Such emotional labor has been the subject of empirical studies and models rooted in various professional fields. However, three observations have led us to conceptualize an alternative model grounded in PE and sport pedagogy. First, existing models of emotional labor are primarily based on person-centered studies investigating the antecedents and consequences of emotional labor. Second, specifically PE and sports environments have seldom been addressed in models of emotional labor, despite the situational particularities of these professional fields. Third, previous models did not include emotional deviance in the conceptualization of emotional labor. Purpose The aim of this contribution is to introduce the Situational Emotional Labor and Deviance (SELAD) model, which conceptualizes emotional labor and emotional deviance at the event level and considers them a key component of PE and sport pedagogy. This situational approach is based on constructivist positioning that is critical, realistic, and pragmatic. It posits that professionals’ feelings and expressions of emotions are contingent on the specific situations they encounter. The SELAD model is built upon empirical research in PE and sport pedagogy, and aims to: (1) highlight the factors or inducers of emotional labor or deviance; (2) analyze the relationships between emotional experience and emotional labor or deviance; and (3) characterize the enacted forms of emotional labor or deviance. The common point of the overarching aim of the existing literature is to operationalize the analysis of emotional labor and deviance in precise and circumscribed situations using in-situ and mixed methods. Research direction Five major research directions based on the SELAD model are formulated: (1) explore the relationships between inducers and emotional experience; (2) analyze the relationships between emotional experience and emotional regulation; (3) understand the enacted and combined forms of emotional regulation; (4) investigate the social dimensions of emotional labor or deviance; and (5) examine emotional labor and deviance from a longitudinal perspective. Practical implications To encourage model-based practice in PE teaching and sports coaching, three practical implications of the SELAD model have been identified: (1) help PE teachers and sports coaches to pinpoint their emotional inducers; (2) support PE teachers and sports coaches in verbalizing the emotions they experience during critical situations; and (3) develop the flexibility of emotional regulation among PE teachers and sports coaches according to the situation.

Foreign language teachers’ management of their emotional expression has a significant impact on their classroom teaching and professional development. As the demand for online education continues to grow, researchers are increasingly paying attention to the emotional situations of teachers in online teaching. However, there has been minimal research on secondary school English as a foreign language (EFL) teachers, particularly during the COVID‐19 pandemic when online teaching became the norm. By combining two lines of investigation, namely, emotional labour and emotion regulation, this study aimed to explore the emotional labour of EFL teachers in online teaching during the pandemic. As a qualitative case study, this research recruited 12 secondary school EFL teachers as participants. Drawing from semi‐structured interviews and reflective journals, this paper revealed the nuanced dilemma of EFL teachers’ emotional labour, the emotional rules they followed and the emotional regulation strategies they applied in their online teaching. This study also explored the complexity of the online learning environment in relation to EFL teachers’ emotional labour and analysed the characteristics of teachers’ emotional labour in online teaching compared to face‐to‐face classroom teaching. The findings confirmed that the change in the teaching situation affected teachers’ emotional labour and underlined the importance of self‐emotional management. At the end, this paper called for more attention to the emotional demands of online teaching to cultivate an emotionally healthy environment for EFL teachers.

Teaching is an emotional endeavor. Teachers may experience happiness when an instructional objective is met, pride when students accomplish an important task, frustration when students cannot grasp a concept, anger with misbehavior, disappointment with lack of effort, and anxiety when competence is challenged. Teachers report trying to regulate these emotions frequently because they believe it helps them achieve their goals (Sutton, 2004). Over the past two decades, emotion regulation in everyday life has become an increasingly important topic in psychological research. Surveys indicate that the overwhelming majority of American adults regulate their positive and negative emotions consciously (Gross, Richards, & John, 2006) and it may be that emotion regulation is so common that we typically only notice its absence. The recent research on teachers’ emotion regulation is built on the empirical results and theoretical models of this psychological research that assumes everyday emotion regulation is typically adaptive. For example, Mischel and Ayduk (2004) said, “an absence of will leaves people the victims of their own biographies,” but also acknowledged that excessive postponing of gratification can become “a stifling joyless choice” (pp. 122–123). In contrast to the predominantly positive view in psychological research, a negative view of emotion regulation has permeated the sociology of work literature under the term “emotional labor” (Granley, 2000). In The Managed Heart, Hochschild (1983) argued that emotional labor takes effort and may result in stress and burnout, as well as feelings of inauthenticity and compliance. Both approaches acknowledge benefits and problems associated with emotion regulation but the relative emphasis varies. The frequency and consequences of emotion regulation are believed to be moderated by cultural norms. Western values such as independence and self assertion are thought to encourage open emotion expression in many situations. When emotion regulation is used it typically assists individuals assert their will and protect themselves (Wierzbicka, 1994) but it also may be used to preserve relationships (e.g., suppressing anger with a friend). In contrast to Western values, Asian values of interdependence and relationship harmony may encourage control of emotions in order to aid prosocial goals and positive social interactions rather than asserting individual will. This suggests that any negative consequences of TEACHERS’ EMOTION REGULATION

Teaching is a profession with the highest requirements for emotional labor or the regulation of emotions. Facial expressions, poise, and bearing have an impact on their interaction with the students. Classroom management is a prerequisite to teaching. This study investigates the relationship between college professors' emotional labor and classroom management practices at the University of Bohol (UB) in Tagbilaran City, Bohol. The researcher utilized a quantitative descriptive survey method using the Teachers Emotional Labor Scale developed by Cukur (2009) and Classroom Management Practices of Washburn (2010). The respondents were regular college professors from the 11 tertiary colleges of the UB. The results revealed that college professors had high emotional labor for they are moderately able to manage their emotions during classes and highly practiced their classroom management. Furthermore, results showed an insignificant degree of relationship between the profile of the professors and their emotional labor. Likewise, there was no relationship between the profile and the classroom management practices of the respondents. Results further revealed that the teachers' emotional labor is not correlated with their classroom management practices.