Wang Yi, Zai Fengyu, Zhou Xiaoyong
Department of General Education, Chuzhou City Vocational College, Chuzhou 239000, China.
School of Foreign Languages, East China Normal University, Shanghai 200241, China.
Behav Sci (Basel). 2025 Mar 11;15(3):342. doi: 10.3390/bs15030342.
This meta-analysis investigated the effects of emotion regulation strategies on teachers' well-being and positive emotional outcomes. Employing a comprehensive review and quantitative synthesis of the literature, the study confirmed that effective emotional regulation, particularly through strategies like deep acting, significantly enhances teacher well-being and job satisfaction. In contrast, surface acting was associated with mixed outcomes, occasionally beneficial but generally not supportive of effective teaching practices. The findings highlight the importance of tailored emotional regulation training in professional development programs for educators. Future research should expand on these findings by exploring diverse emotion regulation strategies across varied educational and cultural contexts to fully understand their impact on educational outcomes.
这项荟萃分析研究了情绪调节策略对教师幸福感和积极情绪结果的影响。通过对文献进行全面综述和定量综合分析，该研究证实，有效的情绪调节，尤其是通过深度表演等策略，能显著提高教师的幸福感和工作满意度。相比之下，表面表演的结果好坏参半，偶尔有益，但总体上不利于有效的教学实践。研究结果凸显了在教育工作者的专业发展项目中进行量身定制的情绪调节培训的重要性。未来的研究应通过在不同的教育和文化背景下探索各种情绪调节策略来扩展这些发现，以充分了解它们对教育成果的影响。
