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Van Veen, K., Sleegers, P., & Van de Ven, P. H. (2005). One teacher’s identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms. Teaching and teacher education, 21, 917-934.
http://dx.doi.org/10.1016/j.tate.2005.06.004

has been cited by the following article:

• TITLE: Chinese Teachers’ Emotion Regulation Goals and Strategies

  AUTHORS: Shaoying Gong, Xiaoyun Chai, Ting Duan, Liu Zhong, Yongqing Jiao

  KEYWORDS: Emotion; Emotion Regulation; Emotion Expression; Teacher

  JOURNAL NAME: Psychology, Vol.4 No.11, November 27, 2013

  ABSTRACT: This study aimed to explore Chinese teachers’ emotion regulation goals and strategies used before, in, and after classroom teaching. Thirty-four teachers from elementary, middle and high schools were interviewed with semi-structure questionnaire. Chinese teachers’ goals for regulating emotions included achieving instructional goals, decreasing the negative impact of emotions on student learning, confirming the professional and ethical norms, maintaining teachers’ and students’ mental health, keeping positive emotional images, and nurturing good teacher-student relationships. Teachers used various antecedent-focused and response-focused strategies to control their emotions before, in, and after class. In general, Chinese teachers used response-modulation most frequently, followed by cognitive changes in and after classroom teaching. These findings have implications for productive delivery of education service, teacher training and policy-making.