Effectiveness of Emotion Regulation-Related Interventions for Teachers: A Meta- Analysis

• In Event: Battling Burnout: Time, Tech, and Teacher Wellbeing

Abstract

This meta-analysis will synthesize existing evidence on the effectiveness of emotion regulation
(ER) interventions for teachers. The review will focus on experimental and quasi-experimental
studies involving in-service and pre-service teachers. After removing duplicates, 10,661 records
will proceed to screening. All procedures are preregistered on the Open Science Framework. A
three-level random-effects meta-analytic model will be used to estimate the overall effect size of
ER interventions on teachers' ER skills, accounting for nested effect sizes. Log-likelihood ratio
tests will examine heterogeneity at within- and between-study levels. If significant variance is
found, subgroup and meta-regression analyses will explore potential moderators such as
intervention type, grade level, ER strategy, measurement type, and teacher role.

Authors

• Fang Wang, University of South Carolina

• Juan Wang, University of South Carolina

• Yukang Xue, University at Albany - SUNY

• Xinyu Li, University at Albany - SUNY

• Qi Sun, University at Albany - SUNY

• Ruiqin Gao, University of South Carolina

• Kala Dunn, University of South Carolina