Emotions affect, and are intertwined with, many of the

cognitive processes of learning and also classroom motivation and

social interaction. There are often times within daily classroom life that

students and teachers are required to, or feel compelled to, regulate

their emotions. Limited research has shown that particular aspects of

classroom environments can enhance emotion regulation strategy

development. In addition, research indicates that some emotion

regulation strategies are more effective than others, with antecedent

strategies appearing favourable. Using a self-regulation perspective,

this article takes a broad look at emotion regulation in the classroom

through a review of relevant research, including the author’s own. The

article investigates the importance of emotion regulation in the

classroom and subsequently how emotion regulation development can

be enhanced.



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