Teachers use a wide variety of emotion regulation strategies whose combined use has implications for their occupational well-being¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teachers use a wide variety of ER strategies, and the combined use of multiple strategies has implications for occupational well-being. → 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?

The study's conclusion states that "Teachers use a wide variety of ER strategies which have implications for their occupational well-being", based on daily-diary assessments of 12 ER strategies in German primary and secondary school teachers. No effect size is printed for this summary conclusion.

"Teachers use a wide variety of ER strategies which have implications for their occupational well-being."

Discussion¶

Learner Variables¶

• Affect Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Avoidance-characterized ER profiles are linked to lower affective well-being, more emotional exhaustion, and lower profile stability over time — a narrower finding that bears on this claim
• Five distinct emotion regulation profiles emerge among teachers, three common to both measurement bursts and two unique to one burst — a narrower finding that bears on this claim
• Less experienced teachers are more likely to belong to emotion regulation profiles characterized by avoidance strategies — related
• With growing job experience, teachers may shift toward different, more adaptive emotion regulation strategies — related