Differences between teachers with promotion and prevention focus in managing student classroom behaviors

by Leung, Chi-mei

(Uncorrected OCR) H'feuiftrl The present study served a prehmmarv study to apply Hiegms* re?Iaiorv-locus theory lo examine the relationship between framinconditions lntl teachers' strategies and emotional coiisei|ueiu:es in managing student classroom behaviors The (hidings supported that teachers chose more approach strategics under promotion locus framing wirtcjiliun while their counterparts chose more avoidance strategies under prevention focus franimji condition It was .ilso found thai dejection-related emotions were aroused more in promotion focus condition whereas agitation-related emotions were.ionised more in prevention focus condition When the outcome was undesirable Subjects under prevention foots framing condition experienced jyeaiei L-nminmal dKcnnilini than thru counterparts and the phenomenon was attributed to the effect of uual value. Implications for practice and directions Ibrliiiutc ie\e:>reh were discussed II