The relationship between emotional regulation of teachers and the participation of students with autism in inclusive primary and preschool schools
Bibliographic Data
| ID | 21723027 |
|---|---|
| Authors | Osvaldo Hernández González (0000-0002-1319-6167, Universidad de Talca Chile, corresponding author), Rosario Spencer (0000-0002-4546-4226, University of Talca), Rosario Elena Spencer Contreras (Universidad de Talca Chile), Pilar Sanz‐Cervera (0000-0001-6919-6150, Universitat de València Spain), Raúl Tárraga-Mínguez (0000-0002-4458-5763, Universitat de València Spain) |
| Year | 2024 |
| Volume | 24 |
| Issue | 1 |
| Pages | 3-11 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.12567 |
| OpenAlex | W4283080045 |
| Language | EN |
| Citations received | 2 |
| References cited | 40 |
In this study, we used Gross's (2015) emotional regulation model to examine teachers' emotional regulation strategies and the relationship between this emotional regulation and the participation of students with ASD. The sample was selected using a non‐probabilistic technique (convenience) with a total of 131 Cuban teachers from primary schools and preschools participating. The results revealed significant differences in the emotional regulation strategies used by teachers which were associated with teaching stage and specific ASD training, with primary school teachers and those who had ASD training obtaining better results. In addition, a significant relationship was found between teachers using cognitive reappraisal of emotions and the participation of students with ASD in school. Practical implications, teacher training programs and lines of future research are discussed
Autism · Cognition · Developmental psychology · Emotional Regulation · Mathematics education · Social emotional learning · Special education · Autism Spectrum Disorder Research · Educational Methods and Psychological Studies · Gender, Health, and Social Inequality · Psychology · Social Psychology
Diagnostic and Statistical Manual of Mental Disorders
Metodología de la investigación científica
Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being
The Prosocial Classroom
Emotion Regulation
Teacher emotion regulation strategies in response to classroom misbehavior
Emotional Labor and Burnout
Emotional regulation goals and strategies of teachers
Secondary teachers’ experiences with students with disabilities
Emotion regulation in teachers
Facets of teachers' emotional lives
Does emotional intelligence predict student teachers' performance
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
Teachers’ Big Five personality traits, emotion regulation patterns, and moods
Individual differences in two emotion regulation processes
Teachers' Emotion Regulation and Classroom Management
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |