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
Teaching Teachers about Emotion Regulation in the Classroom.
Australian Journal of Teacher Education, 36(3).