Abstract
Social situation is an important factor in determining whether or not individuals express emotions and how effectively they express them, but few researchers have explored its role (e.g., with others of varying degrees of intimacy and hierarchy) in the social outcomes of academic emotional suppression and expression. Relationships between the adolescents' suppression and expression of emotions and their likability in social situations involving a range of people (e.g., classmates, good friends, teachers) were examined in the current study. A total of 120 adolescents and 74 teachers were selected for this investigation, the results indicating a difference in an individual's likability when suppressing and expressing academic emotions in the presence of others. Specifically, expressing academic emotions in the presence of good friends achieves a higher level of likability than in the presence of classmates; furthermore, suppressing negative academic emotions in the presence of classmates garners a higher level of likability. Adolescents who express their positive and negative academic emotions in the presence of good friends can get higher likability. Teachers prefer adolescents who express positive academic emotions in their presence. These findings emphasize the importance of social situations in the use of strategies to regulate academic emotion regulation and verify the adaptability of emotional regulation.