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Data were collected from middle school teachers in North East Ohio, USA through a semi-structured interview. All but one of the teachers reported regulating their emotions and there were no gender or experience differences in spontaneously discussing emotional regulation. Teachers believed that regulating their emotions helped their teaching effectiveness goals and/or conformed to their idealized emotion image of a teacher. Teachers used a variety of preventative and responsive emotional regulation strategies to help them regulate their emotions. 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This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers' SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.", "publicationTitle": "Review of Educational Research", "publisher": "", "place": "", "date": "March 1, 2009", "volume": "79", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "491-525", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3102/0034654308325693", "citationKey": "", "url": "http://rer.sagepub.com/cgi/content/abstract/79/1/491", "accessDate": "2009-09-22T23:10:57Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "The Prosocial Classroom", "language": "", "libraryCatalog": "Sage Journals Online", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2009-09-22T23:10:57Z", "dateModified": "2009-09-22T23:10:57Z" } }, { "key": "UIRHF7AQ", "version": 1, "library": { "type": "group", "id": 4272, "name": "UCSD Multiple Subject 09-10", "links": { "alternate": { "href": "https://www.zotero.org/groups/ucsd_multiple_subject_09-10", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/4272/items/UIRHF7AQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ucsd_multiple_subject_09-10/items/UIRHF7AQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 44922, "username": "shyi", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/shyi", "type": "text/html" } } }, "creatorSummary": "Macklem", "parsedDate": "2007-11-07", "numChildren": 1 }, "data": { "key": "UIRHF7AQ", "version": 1, "itemType": "book", "title": "Practitioner's guide to emotion regulation in school-aged children", "creators": [ { "creatorType": "author", "firstName": "Gayle L.", "lastName": "Macklem" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2007-11-07", "publisher": "Springer", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "0387738509, 9780387738505", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Books", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2009-09-22T23:04:57Z", "dateModified": "2009-09-22T23:04:57Z" } }, { "key": "9RT5HEK8", "version": 1, "library": { "type": "group", "id": 4272, "name": "UCSD Multiple Subject 09-10", "links": { "alternate": { "href": "https://www.zotero.org/groups/ucsd_multiple_subject_09-10", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/4272/items/9RT5HEK8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ucsd_multiple_subject_09-10/items/9RT5HEK8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 44922, "username": "shyi", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/shyi", "type": "text/html" } } }, "creatorSummary": "Graziano et al.", "parsedDate": "2007-02", "numChildren": 0 }, "data": { "key": "9RT5HEK8", "version": 1, "itemType": "journalArticle", "title": "The role of emotion regulation in children's early academic success", "creators": [ { "creatorType": "author", "firstName": "Paulo A.", "lastName": "Graziano" }, { "creatorType": "author", "firstName": "Rachael D.", "lastName": "Reavis" }, { "creatorType": "author", "firstName": "Susan P.", "lastName": "Keane" }, { "creatorType": "author", "firstName": "Susan D.", "lastName": "Calkins" } ], "abstractNote": "This study investigated the role of emotion regulation in children's early academic success using a sample of 325 kindergarteners. A mediational analysis addressed the potential mechanisms through which emotion regulation relates to children's early academic success. Results indicated that emotion regulation was positively associated with teacher reports of children's academic success and productivity in the classroom and standardized early literacy and math achievement scores. Contrary to predictions, child behavior problems and the quality of the student teacher relationship did not mediate these relations. However, emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. Findings are discussed in terms of how emotion regulation skills facilitate children's development of a positive student-teacher relationship as well as cognitive processing and independent learning behavior, all of which are important for academic motivation and success.", "publicationTitle": "Journal of School Psychology", "publisher": "", "place": "", "date": "February 2007", "volume": "45", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "3-19", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1016/j.jsp.2006.09.002", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/B6V6G-4M7CDX0-1/2/01b5bd5fc8a42435448ca642f258e312", "accessDate": "2009-09-22T22:59:21Z", "PMID": "", "PMCID": "", "ISSN": "0022-4405", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Academic success", "type": 1 }, { "tag": "Elementary students", "type": 1 }, { "tag": "Emotion regulation", "type": 1 }, { "tag": "Student-teacher relationship", "type": 1 }, { "tag": "behavior problems", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2009-09-22T22:59:50Z", "dateModified": "2009-09-22T22:59:50Z" } } ]