چکیده:
اهمیت تنظیم هیجانها توسط معلم درمواجهه با بدرفتاریهای مشاهده شده در کلاس، به طور گستردهای پذیرفته شده است. با این وجود، کمبود مطالعه در مورد چرایی و چگونگی تنظیم هیجانات توسط معلمان در ایران وجود داشت. لذا این پژوهش به شیوهی کیفی توصیفی با هدف استخراج راهبردهای تنظیم هیجان معلم در مقابل بدرفتاریهای دانشآموزان در نمونهای 16 نفری از معلمان استان زنجان انجام شد. با توجه به روش کیفی از مصاحبه نیمه ساختاریافته برای جمعآوری اطلاعات استفاده شد. اطلاعات به دست آمده با استفاده از تحلیل محتوا مورد تحلیل قرار گرفتند. یافتههای این پژوهش نشان داد که معلمان برای تنظیم احساساتشان از راهبردهای اصلاح وضعیت، ارزیابی مجدد و مدولاسیون یا تعدیل پاسخ و راهبردهای تنظیم هیجان منفی ازجمله: سرکوب، نشخوارفکری و تلقی فاجعه آمیز، در برابر بدرفتاریهایی از جمله: رفتارهای غیرهمکارانه، بی توجهی به درس، پرخاشگری کلامی وجسمی به همکلاسی ها، پرخاشگری کلامی و جسمی به معلم، افراط در شوخی وتمسخر یکدیگر در کلاس، جابه جایی درکلاس و تقلب در امتحان، استفاده میکنند. این پژوهش نتایجی درباره رایجترین راهبردهای تنظیم هیجان در معلمان ارائه داد که میتوانند برای مداخله در برنامه های توسعه حرفهای معلمان و برنامه ریزی و تصمیم گیری در زمینه شیوه های پیشگیری و مقابله با انواع بیانضباطیها مورد استفاده قرار گیرند.
Introduction: Student misconduct is a very common phenomenon in the classroom, and it is an issue that has been confirmed in survey results, with more than two-thirds of teachers saying that undisciplined students are the most serious problem in their classrooms. Student inappropriate behavior in the classroom can be described as any action or interaction that a student creates that disrupts or disrupts the learning environment. Teachers cite student abuse or disciplinary problems as major causes of their job problems. Students' misbehavior in the classroom hinders the proper functioning of the learning process. Students 'lack of interest, lack of motivation, attention, classroom atmosphere, and attitudes of teachers, society and students' families are among the factors that are mainly effective in class abuse. Dealing with students' misbehavior in the classroom is the main task of teachers, according to which teachers should be aware of their emotion regulation strategies when dealing with disruptive behavior. Because inappropriate reaction to students' misbehavior will affect the progress of learning and teaching. Therefore, this study intends to identify students 'class misconduct and teachers' emotional strategies against them.Method: The present study was conducted in a descriptive qualitative manner with the aim of extracting teacher emotion regulation strategies against student abuse in a sample of 16 teachers in Zanjan province, with an average of 10 years of teaching experience. In order to select the participants, purposive sampling method was used in order to find teachers willing to participate. According to the qualitative method, semi-structured interviews were used to collect information. The obtained information was analyzed using content analysis; In this way, the general text of the interview was arranged in a categorized way from themes to meaningful units. To ensure the internal and external validity of the research results, four criteria recommended by Goba and Lincoln were evaluated.Results: Thematic analysis of interviews Students' misbehavior in 7 general themes including non-cooperative behavior, neglect of lesson, verbal and physical aggression towards classmates, verbal and physical aggression towards teacher, classroom displacement, excessive joking and mockery of each other in class and cheating Exams were taken. In the interviews, non-cooperative behaviors were the most common and in different situations in various forms, such as: not completing and not completing homework, not attending regularly, talkative, without permission to speak, using inappropriate words in class regardless of the presence of the teacher and insistence It was reported to end the class earlier. Also, in the interviews, aggression in different types towards classmates and teachers was mentioned; Of course, aggression was more common than classmates. In aggression, one intends to harm others. Of course, it should not be forgotten that this behavior is not necessarily physical and can be verbal and psychological. Many teachers express dissatisfaction with students who they believe are abusive and engage in unwanted and inappropriate behaviors, thus disrupting school and classroom discipline. Each teacher reacts differently to this type of student and their decisions in this regard are different. By thematic analysis of the interviews, emotion regulation strategies in teachers were placed in 6 general themes including status correction, reassessment, modulation or modification of response, repression, rumination and catastrophic perception, the first three of which were positive strategies and the next three were negative strategies. . The purpose of the situation correction strategy in this study is to try to correct the situation in order to change its emotional impact. Situation correction specifically refers to changes in a person's physical and external environment. Re-evaluating an example of cognitive change is a late-selection strategy that involves interpreting the meaning of an event in order to change its emotional impact, and is usually considered a consistent emotional regulation strategy. Response modulation involves trying to have a direct impact on experimental, behavioral, and physiological response systems. Repression is used to hide negative emotions in response to a variety of student misbehaviors. This strategy is generally considered incompatible and is most associated with obsessive-compulsive disorder. However, some researchers argue that context is important when assessing the compatibility of a strategy, and this suggests that repression may be consistent in some areas. The rumination of bad situations causes mental preoccupation about the various dimensions of the event and the feelings and thoughts created due to the bad situation are constantly reviewed by the person. Ruminant is an example of attention span, defined as a passive and repetitive focus of attention on the symptoms of anxiety and the causes and consequences of these symptoms. Ruminant thinking is generally considered a strategy for regulating maladaptive emotion, as it exacerbates emotional distress. In a catastrophic strategy, the teacher perceives the situation more severely and terribly than the reality of the event. Conclusion: This study provided results on the most common strategies for emotion regulation in teachers that can be used to intervene in teachers' professional development programs and to plan and decide on ways to prevent and deal with various types of indiscipline. This research was conducted qualitatively and despite the in-depth analysis of teachers' lived experience, it has limited dependence on the field and lack of generalizability to other conditions and situations. Although the Goba and Lincoln criteria were taken into account, the results obtained from different groups of teachers may differ somewhat. Research on this topic by different researchers in different cultural contexts can help confirm or refine the achievements of this research. There is certainly no single way to prevent and deal with these behaviors. However, providing research to determine the best ways to deal with different types of abuse will provide good evidence. Classroom misconduct and appropriate emotion regulation strategies to deal with them are one of the stressors for teachers. This study provided results on the most common emotion regulation strategies in teachers. These findings can be used to plan and decide on ways to prevent and deal with various types of indiscipline. It can also be used to intervene in professional development programs aimed at improving teachers by clarifying important flexible goals. Keywords: Emotion regulation strategies, classroom misconduct, teachers, qualitative research