Lee, M., Pekrun, R., Taxer, J. L., Schutz, P. A., Vogl, E., & Xie, X. (2016). Teachers’ Emotions and Emotion Management: Integrating Emotion Regulation Theory with Emotional Labor Research. Social Psychology of Education, 19, 843-863.
https://doi.org/10.1007/s11218-016-9359-5

has been cited by the following article:

• TITLE: Modified Mindfulness-Based Art Therapy for High School Teachers Promoting Emotional Well-Being in the Post-COVID-19 Time

  AUTHORS: Ye Dong, Jing Zeng, Jiaping Leng, Guoxiu Tian

  KEYWORDS: Emotional Well-Being, Modified MBAT, High School Teachers, COVID-19

  JOURNAL NAME: Creative Education, Vol.15 No.10, October 23, 2024

  ABSTRACT: In recent years, the pandemic has been shown to have negative impacts across a variety of ranges. With concerns for high school teachers’ emotional well-being under crisis, the current study aimed to discuss the effectiveness and mechanism of this innovative approach derived from MBAT-Modified MBAT. Eight participants were recruited to participate in a 16-week workshop, which was divided into 4 stages with specific content. The process and feedback via interview and questionnaire of the workshop were demonstrated to prove how the approach, affects emotional well-being. In addition, the thematic analysis was used to derive the central theme from the mechanism of the MMBAT. As emotion regulation, an integrated mechanism was found to be essential in facilitating the goal of the workshop to promote teachers’ emotional well-being by increasing positive affect and decreasing negative affect. Along with limitations, further research could be necessary to validate the results.