Teaching Teachers about Emotion Regulation in the Classroom

Hope in the Face of Climate Change: Associations With Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation

“…Studies on younger children and about emotions concerning more mundane issues show that teachers more or less consciously create emotion norms in the classroom, for example by indicating which way is the right way to regulate emotions, which emotions are proper to express, and whose emotions are worth taking seriously and whose are not (Cekaite, 2013;Fried, 2011). Although there are few studies in this area of research, they indicate that the ways teachers react to their students' negative emotions are important for both the children's emotional competence and for learning (Curby, Brock, & Hamre, 2013;Denham, Bassett, & Zinsser, 2012).…”

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

“…Emotions have taken center stage in psychological studies only within the last twenty years and had been, to a great extent, neglected in academic circles due to the dominance of behavioristic and cognitive paradigms (Fried, 2011). Nyklíček, Vingerhoets, and Zeelenberg (2011) define emotion as "a basic phenomenon of human functioning, normally having an adaptive value enhancing our effectiveness in pursuing our goals in the broadest sense" (p. 1).…”

“…The educational discourse community has now come to the understanding that emotions are, undoubtedly, integral to any educational system. New insights into the nature of student and teacher emotional behaviors have been provided and, as a corollary of such realization, our understanding of how emotions can be regulated has been improved (Fried, 2011). The current scientific and intellectual inquiry into teachers' emotion regulation "is built on the empirical results and theoretical models of the psychological research that assumes everyday emotion regulation is typically adaptive" (Sutton & Harper, 2009, p. 389).…”

Cognitive Emotion Regulation Strategies as Predictors of Academic Achievement among University Students

“…Gumora and Arsenio (2002) found that early adolescent's emotion regulation make a significant contribution to academic achievement. It has been suggested that ability to modify one's emotions facilitates functioning in academic context (Fried, 2011). On the other hand, the inability to modulate the intensity and duration of one's emotional arousal.…”