With growing job experience, teachers may shift toward different, more adaptive emotion regulation strategies¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The article proposes that as teachers gain job experience, they may select different, more adaptive ER strategies, consistent with the finding that less experienced teachers were more likely to be in avoidance-characterized profiles. → Hilger 2025
Evidence¶
Hilger 2025¶
Hilger, K. J. E., Scheibe, S., Frenzel, A. C., Grund, S., & Keller, M. M. (2025). Exploring paths of change: Analyzing teachers’ emotion regulation repertoire over time using multi-level latent profile analysis. Learning and Instruction, 101, Article 102234. https://doi.org/10.1016/j.learninstruc.2025.102234
q3 · i? · associational · r?
This is the article's background hypothesis motivating the study: "As teachers gain job experience, they may select different, more adaptive strategies." The abstract offers this as a possibility rather than a tested effect size, and the profile-membership finding on less experienced teachers is reported separately without an effect size.
"As teachers gain job experience, they may select different, more adaptive strategies."
Discussion¶
Related Claims¶
- Avoidance-characterized ER profiles are linked to lower affective well-being, more emotional exhaustion, and lower profile stability over time — related
- Less experienced teachers are more likely to belong to emotion regulation profiles characterized by avoidance strategies — possibly the same claim (merge candidate)
- Five distinct emotion regulation profiles emerge among teachers, three common to both measurement bursts and two unique to one burst — related
- University students report using all six regulation strategies, with reappraisal and competence development most common and situation selection least common — related
- Adaptive ER strategies are negatively associated with overall student burnout, but not significantly with any single dimension — related
- Teachers use a wide variety of emotion regulation strategies whose combined use has implications for their occupational well-being — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
job-experience-shift-toward-adaptive-er-strategies |
title |
With growing job experience, teachers may shift toward different, more adaptive emotion regulation strategies |
description |
With growing job experience, teachers may shift toward different, more adaptive emotion regulation strategies |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hilger-2025 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.