Table of Contents

Part 1: Emotions In Learning 1. To Work Hard Or Not? The Conflicting Effects Of Negative Emotions On Persistence After Academic Failure In A Confucian-Heritage Cultural Context 2. Relationship Between Beliefs About Collaboration And Epistemic Emotions In Collaborative Learning: An Explorative Study Among Secondary School Students 3. It Is Better To Receive And Appreciate The Good Than To Do Good: Gratitude And Altruism As Predictors Of Positive Relationships And Well-Being In Schools 4. Differences In Academic Emotions Of Macau Chinese And Mainland Chinese University Students: Exploring The Role Of Achievement Goals 5. Academic Boredom Weakens The Relationship Between Value Appraisals And Achievement In Mathematics Part 2: Emotions In Teaching 6. A Descriptive Review Of Research Published On Teacher Emotion In Asia 1990-2019 7. Teachers’ Self-Monitoring, Environmental Appraisals And Their Professional Functioning: Insights From An Emotional Perspective 8. Joyful Teachers: How Enjoyment And Psychological Empowerment Foster Teachers’ Work Engagement 9. Using Rasch Measurement Model To Examine The Psychometric Properties Of Teacher Emotion Inventory (Tei) Among Special Education Teachers: An Exploratory Study 10. Values, Emotions, And Emotion Regulation In Special Education Teachers In Hong Kong: Influences On Life Satisfaction And Occupational Stress Part 3: Emotions In Leadership 11. Outcomes Of School Administrators' Emotions: A Review Of Empirical Evidence In The Asian Context 12. School Leadership, Followers’ Emotional Experience, And Self-Regulation: Applying The Acceptance And Commitment Therapy (Act) Approach To Educational Management 13. School Principals’ Emotional Labor Strategies: A Narrative Perspective 14. Experiences Of Teacher Leaders In Hong Kong And Shanghai: Recovery, Work Enjoyment, And Workplace Creativity

About the Author

Junjun Chen is an Assistant Professor in the Department of Education Policy and Leadership, at the Education University of Hong Kong, Hong Kong SAR. Her research focuses on measuring teachers' and principals' well-being, leadership behavior and how these enhance with each other.





Ronnel B. King is an Associate Professor at the Faculty of Education, University of Macau and an Adjunct Associate Professor at The Education University of Hong Kong. His research focuses on understanding the factors that underpin motivation and well-being and developing positive psychology/education interventions to enhance these optimal states.