Our individual order of things directs how we think we feel.

Our work draws upon Foucault's idea that the order of things, defined as the way we categorise our world, matters for how we think about the world and ourselves. Specifically, and drawing upon Pekrun's control-value theory, we focus on the question of whether the way we individually order our world into categories influences how we think about our typically experienced emotions related to these categories. To investigate this phenomenon, we used a globally accessible example, namely, the categorisation of knowledge based on school subjects.

[Growth trajectories of intrinsic value beliefs in mathematics and French: Relations with career orientations].

This longitudinal study investigated different trajectories in the development of intrinsic value beliefs in the subjects Mathematics and French in Grades 9 to 11 and their correlations with career aspirations. Using data from 850 students from German-Swiss high schools (54% female, age T1: 15.6 years), five distinct growth classes were identified in a bivariate growth model.

The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions.

Following from previous research on intensity bias and the accessibility model of emotional self-report, the present study examined the role of emotional exhaustion in explaining the discrepancy in teachers' reports of their trait (habitual) versus state (momentary, "real") emotions. Trait reports (habitual emotions, exhaustion) were assessed via trait questionnaires, and state reports (momentary emotions) were assessed in real time via the experience sampling method by using personal digital assistants (N = 69 high school teachers; 1,089 measures within teachers). In line with our assumptions, multi-level analyses showed that, as compared to the state assessment, teachers reported higher levels of habitual teaching-related emotions of anger, anxiety, shame, boredom, enjoyment, and pride.

Antecedents of teachers' emotions in the classroom: an intraindividual approach.

Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers' emotions in the classroom. More specifically, the relationships between students' motivation and discipline and teachers' enjoyment and anger were explored, as well as if these relationships are mediated by teachers' subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual approach by collecting data through a diary.

Teachers' emotional experiences and exhaustion as predictors of emotional labor in the classroom: an experience sampling study.

Emotional exhaustion (EE) is the core component in the study of teacher burnout, with significant impact on teachers' professional lives. Yet, its relation to teachers' emotional experiences and emotional labor (EL) during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their EE (trait), and via the experience sampling method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, anger) and momentary EL (suppression, faking).