The role of teachers' emotion regulation in teaching effectiveness: A systematic review integrating four lines of research

Theoretical perspectives emphasize the relevance of teachers managing their emotions for positive teacher-student interactions and student outcomes (i.e., teaching effectiveness). Four largely distinct lines of research inspired by (1) Gross' process model of emotion regulation, the concepts of...

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Published in:Educational psychologist Vol. 59; no. 2; pp. 89 - 110
Main Authors: Aldrup, Karen, Carstensen, Bastian, Klusmann, Uta
Format: Journal Article
Language:English
Published: Philadelphia Routledge 02.04.2024
Taylor & Francis Ltd
Subjects:
Classroom Observation Techniques
Correlation
Emotion regulation
Emotional Intelligence
Emotional regulation
Emotions
Outcomes of Education
social-emotional competence
student development
Systematic review
Teacher Effectiveness
teacher-student interaction
Teachers
Teaching
ISSN:0046-1520, 1532-6985
Online Access:Get full text
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Summary:Theoretical perspectives emphasize the relevance of teachers managing their emotions for positive teacher-student interactions and student outcomes (i.e., teaching effectiveness). Four largely distinct lines of research inspired by (1) Gross' process model of emotion regulation, the concepts of (2) coping, (3) emotional labor, and (4) emotional intelligence have tested this assumption empirically. Yet, the use of different terminology complicates reviewing the current state of knowledge. Thus, we suggest a theoretical integration and synthesize evidence across research traditions. A systematic literature search resulted in 68 relevant records. We identified typically adaptive external and internal strategies as well as expressive regulation and general regulation ability as the most prominent research topics across traditions. Our results revealed mostly negative relations between expressive regulation and teaching effectiveness, but in some instances expressive regulation appeared beneficial. We also found evidence of a positive correlation between teachers' external and internal regulation and their effectiveness, but most of these studies relied on teacher self-report questionnaires, hence, these results require cautious interpretation. In studies that went beyond teacher self-assessment and relied on student reports, classroom observations, or tests, general regulation ability also did not appear related to teaching effectiveness. Implications for theory and avenues for future research are discussed.
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content type line 14
ISSN:0046-1520
1532-6985
DOI:10.1080/00461520.2023.2282446