Research on Teacher’s Emotion Regulation Strategies in Classroom Teaching: Based on Self-control Theory

Abstract

Teachers’ emotions play a pivotal role in shaping classroom environments, directly influencing students’ learning engagement and instructional outcomes. Therefore, mastering and applying effective emotion regulation strategies has become a crucial focus for educators. This study systematically analyzes the intrinsic mechanisms of teachers’ emotion regulation patterns in classroom settings through four major self-regulation theoretical frameworks: the Hot-Cold System Model, Cognitive-Affective Personality System Model, Resources and Intensity Model, and Two-Stage Process Model. By integrating theoretical foundations with practical teaching needs, five core strategies are distilled: context selection, context modification, attention allocation, cognitive adjustment, and response regulation. The research aims to provide educators with systematic emotion management tools to enhance teaching effectiveness through cultivating positive classroom atmospheres, thereby optimizing student learning participation and academic performance.