the book chapter is an owerview of the emotion awareness and emotion regulation strategies in primary school teaching. the main focus is how to develop a better emotional competence (eg. emotion regulation) in primary school teachers, as a reducing stress tool. research data concerning the relation between emotion regulation and personality differences are presented. assessment tools: L’Interpersonal Reactivity Index (IRI; Davis, 1980, 1983), Self Monitoring Scale (SMS; Snyder, 1974, Regulation of Emotion Questionnaire (REQ; Phillips e Power, 2007), Personal Organisation Questionnaire (QSP, Picardi et al., 2003)
Strepparava, M., Corrias, D., Ravanelli, L. (2012). Differenze individuali e consapevolezza emotiva nella formazione degli insegnanti della scuola primaria: teoria e ricerca.. In G. Rezzonico, I. De Marco (a cura di), Lavorare con le emozioni nell’approccio costruttivista. (pp. 153-172). torino : bollati boringhieri.
Differenze individuali e consapevolezza emotiva nella formazione degli insegnanti della scuola primaria: teoria e ricerca.
STREPPARAVA, MARIA GRAZIA;
2012
Abstract
the book chapter is an owerview of the emotion awareness and emotion regulation strategies in primary school teaching. the main focus is how to develop a better emotional competence (eg. emotion regulation) in primary school teachers, as a reducing stress tool. research data concerning the relation between emotion regulation and personality differences are presented. assessment tools: L’Interpersonal Reactivity Index (IRI; Davis, 1980, 1983), Self Monitoring Scale (SMS; Snyder, 1974, Regulation of Emotion Questionnaire (REQ; Phillips e Power, 2007), Personal Organisation Questionnaire (QSP, Picardi et al., 2003)
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