Qualitative studies depict teachers as emotional socialisers whose modelling, warmth, and structure are perceived to foster students' SEC and classroom engagement¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q1
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Teachers and students perceive teachers who model SEC behaviours, show warmth and care, and provide consistent behavioural structures as cultivating classrooms where students feel seen, secure, and unafraid to try new ideas. → Nguyen 2026

Evidence¶

Nguyen 2026¶

Nguyen, T.-A., Hidajat, T., Zhou, T., Ma, T., Hoang, A., Poed, S., & Edwards, E. J. (2026). Relations between Teachers' and Students' Social-emotional Competence: A Systematic Review and Multilevel Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10218-4

q1 · i? · quant-synthesis · r3

Narrative synthesis of qualitative and mixed-methods studies (interviews with teachers and students, questionnaires, document review, observation notes). The review reports teachers perceived themselves as emotional socialisers modelling empathy, persistence, and emotion labelling, believed to enhance students' motivation, peer cooperation, and self-efficacy.

"Teachers who embed respectful language (Cox et al., 2016), treat learners with warmth and care (Sparks et al., 2015), and provide consistent behavioural structures (Kılıç, 2015; Zinsser et al., 2014) were perceived by teachers and students to cultivate classrooms where students felt seen, secure, and unafraid to try new ideas"

Discussion¶

Related Claims¶

• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related
• Positive teacher-student relationships fulfill relatedness needs and support internalization of learning — related