title: The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions.
abstract: 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. Additionally, the state-trait discrepancy in self-reports of negative emotions was accounted for by teachers' emotional exhaustion, with high exhaustion levels corresponding with a greater state-trait discrepancy. Exhaustion levels did not moderate the state-trait discrepancy in positive emotions indicating that perceived emotional exhaustion may reflect identity-related cognitions specific to the negative belief system. Implications for research and educational practice are discussed.
authors.affiliation: Department of Empirical Educational Research, University of Konstanz, Konstanz, Germany; Thurgau University of Teacher Education, Kreuzlingen, Switzerland.
authors.forename: Thomas
authors.initials: T
authors.lastname: Goetz
authors.affiliation: Department of Empirical Educational Research, University of Konstanz, Konstanz, Germany; Thurgau University of Teacher Education, Kreuzlingen, Switzerland.
authors.forename: Eva S
authors.initials: ES
authors.lastname: Becker
authors.affiliation: Department of Empirical Educational Research, University of Konstanz, Konstanz, Germany; Thurgau University of Teacher Education, Kreuzlingen, Switzerland.
authors.forename: Madeleine
authors.initials: M
authors.lastname: Bieg
authors.affiliation: Department of Empirical Educational Research, University of Konstanz, Konstanz, Germany; Thurgau University of Teacher Education, Kreuzlingen, Switzerland.
authors.forename: Melanie M
authors.initials: MM
authors.lastname: Keller
authors.affiliation: Department of Psychology, University of Munich, Munich, Germany.
authors.forename: Anne C
authors.initials: AC
authors.lastname: Frenzel
authors.affiliation: Department of Educational and Counselling Psychology, McGill University, Montreal, Canada.
authors.forename: Nathan C
authors.initials: NC
authors.lastname: Hall
mesh_terms: D000328:Adult; D004644:Emotions / Q000502:physiology*; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D057566:Self Report