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Jun 29, 2021 · Students’ poor learning outcomes are a multifactorial problem related to low learning performance, motivation, self-regulation, and negative emotions, among other inter- and extrapersonal factors. Theories and models have been proposed to explain the relationships between the intrapersonal factors that influence students’ learning performance, including motivation, emotions, cognition, and ...
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Jul 12, 2023 · Teachers experience and express various emotions of different qualities and intensities. They also adopt emotion regulation strategies to increase teaching effectiveness and maintain professionalism. Previous reviews of teachers’ emotion regulation have focused on their emotional labor (i.e., deep and surface acting)—a subdimension of emotion regulation. The present review aims to ...
Jun 16, 2024 · Several studies have explored children's inter-individual differences in self-regulation, but little is known about sources of intra-individual variation. Aims. This study addressed the variability of children's self-regulation across typical classroom situations and how this might be associated with children's executive functions (EFs). Sample
- Janina Eberhart, Donna Bryce, Sara T. Baker
- 94, Issue3
- 16 June 2024
Mar 28, 2024 · Hughes and Evans theorized that “cognitive ability accounts for differences in knowledge/ability related to emotion regulation, [whereas] personality accounts for differences in style, and the interaction between these two elements provides a meaningful insight into individual differences in emotion regulation” (p.10), and our review offers evidence in support of this contention.
- 28 March 2024
- 18, Issue4
Dec 14, 2023 · The fields of emotion regulation, emotional labor, and coping have suggested specific and partly overlapping strategies that can be organized along the emotion generative process (Figure 1): Strategies aiming to prevent situations that elicit unintended emotions (= external regulation), strategies affecting the way people attend to and interpret the situation (= internal regulation), and ...
To obtain lasting effects, student curriculums could integrate parts of emotion regulation interventions (e.g., psychoeducation and exercises; e.g., Nathanson et al., 2016) into the curriculum to facilitate key emotional awareness/clarity, acceptance of emotional responses, impulse control, and emotion regulation strategies during daily learning activities in the classroom. This may help to ...
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Classroom emotion regulation can be considered from different, equally important, perspectives. These include teacher regulation of student emotions, student and teacher regulation of their own emotions and student regulation of other student emotions. As self-regulation is now highly valued in education, the ‘self’ aspects of emotion ...
