Antecedent-focused emotion regulation strategies are linked to higher-quality teacher-student interactions and better classroom management¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? According to a systematic review cited by the article, teachers who intervene earlier in the emotion-generative process (antecedent-focused strategies) have higher-quality interactions with students and are better at classroom management. → Elena Savina 2025

Evidence¶

Elena Savina 2025¶

Elena Savina, Caroline Fulton, Christina Beaton. (2025). Teacher Emotional Competence: A Conceptual Model. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10018-2

q2 · i? · theoretical · r3

The review attributes this finding to Aldrup et al. (2024): "A systematic review found that when teachers intervene earlier in the emotion-generative process, they have higher-quality interactions with students and are better at classroom management (Aldrup et al., 2024)." No effect size is printed.

"A systematic review found that when teachers intervene earlier in the emotion-generative process, they have higher-quality interactions with students and are better at classroom management (Aldrup et al., 2024)."

Discussion¶

Learner Variables¶

• Emotional Intelligence — predictor: learners who differ on it differ in outcomes

Related Claims¶

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