Investigating the Emotion Regulation of STEM Teachers: A Scoping Review

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Teacher Emotions, Perceptions, and Instructional Strategies (Table 7)

Abstract

Understanding teachers’ emotion regulation in STEM education is crucial but often overlooked. The scoping review study overviewed 23 research published between 2004 and 2023, focusing on theoretical underpinnings, research methods, and research foci. Emotional intelligence was the most used theoretical pillar to conceptualize teachers’ emotion regulation, followed by emotion regulation and emotional labor. Most studies adopted quantitative and qualitative research approaches to explore the nature and the relational patterns of teachers’ emotion regulation. These findings indicate that research in this field is still in the early stage, with an imbalance among different theoretical perspectives and research approaches and a lack of relational factors. This study depicts the existing knowledge about STEM teachers’ emotion regulation and identifies research gaps.

Authors

• Xijing Wang, The Chinese University of Hong Kong

• Hongbiao Yin, The Chinese University of Hong Kong