Title

Teaching teachers about emotion regulation in the classroom

Document Type

Journal Article

Publisher

Social Science Press

Editor(s)

David Barlow

Faculty

Faculty of Education and Arts

School

School of Education

RAS ID

12353

Comments

This article was originally published as: Fried, L. J. (2011). Teaching teachers about emotion regulation in the classroom. Australian Journal of Teacher Education, 36(3), Article 2 - 116-127. Original article available here

Abstract

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.

DOI

10.14221/ajte.2011v36n3.1

Access Rights

free_to_read

 

Link to publisher version (DOI)

10.14221/ajte.2011v36n3.1