Fostering Positive Emotions: The Impact of Teacher’s Extrinsic Emotion Regulation on Student Learning

• In Event: AERA Poster Session Friday 11:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 3

Abstract

Positive emotions play a crucial role in facilitating student learning. Teachers can up-regulate students’ positive emotions through extrinsic emotion regulation (ER). This case study, grounded in Broaden-and-Build theory, explores how a teacher’s extrinsic ER influence students’ positive emotions and learning experience in a technology-enhanced university course. Data from six weeks of observations, video recordings, and interviews revealed three extrinsic ER types: teacher-performed, peer-mediated, and technology-supported. These strategies enhanced classroom climate, primed learning readiness, and improved leaner engagement, shaping students’ learning through emotion-facilitated pathways. Findings highlight the significance of extrinsic ER in teaching and the need to incorporate ER training into teacher education programs.

Authors

• Yanan Xu, Xi'an Jiao Tong Liverpool University

• Qian Wang, Xi'an Jiaotong-Liverpool University

• Haibo Gu, Soochow University