Teacher emotion regulation in classroom contexts:strategies,mechanisms,and effects on student academic outcomes—a research review
YANG Xinlin
TANG Xu
LI Fengzhan
WANG Qingyi
Abstract：Teacher emotions are an important component of classroom teaching and affect their personal mental health and work enthusiasm.They are significantly correlated with students' behavioral performance,classroom participation,and academic performance.During the teaching process,teachers often experience alternating positive or negative emotions.Therefore,teacher emotion regulation has been continuously receiving attention in the field of education.The article systematically elaborates on the definition of teacher emotion regulation in classroom situations,reviews the five emotion regulation strategies of the Gross model and the mechanism of mindfulness in teacher emotion regulation,and analyzes the mutual influence between teacher emotions and students' academic outcomes.Exploring teacher emotion regulation strategies in classroom situations has important guiding significance for teachers' personal mental health and students' academic performance.
Keywords：classroom teachingteaching formemotional adaptationemotion regulationcultural diversitypsychological burnoutmindfulnessacademic performance
Publication Date：2026-06-30
Online Publishing Date：2026-08-26(First online date of this platform, not the publication date of the document)
Pages：7( 896-902 )