Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being

Theoretical perspectives suggest the importance of teachers’ skills, occupational health, and well-being for providing students with positive, quality experiences in the classroom, yet few studies have empirically tested these associations. The present study included 15 fourth and fifth grade teachers, and their 320 students. Multilevel growth modeling was employed to examine the effects of teachers’ emotion regulation skills, feelings of occupational burnout, and life satisfaction in the fall of the school year on student-reported positive outlook, emotional distress, and peer-reported prosocial behavior across the year. Teachers’ emotion regulation skills and well-being were associated with student well-being: students reported low emotional distress when teachers used cognitive reappraisal to regulate their emotions; when teachers used expressive suppression, students reported a less positive outlook and peers reported few prosocial behaviors; teachers’ life satisfaction was associated with high levels of prosocial behavior. Associations were stable across the school year. Implications for teachers are discussed.

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Work Title Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being
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Open Access
Creators
  1. Summer S. Braun
  2. Kimberly A. Schonert-Reichl
  3. Robert W. Roeser
Keyword
  1. elementary teachers
  2. teacher well-being
  3. student well-being
License CC0 1.0 (Public Domain Dedication)
Work Type Article
Publication Date 2020
Deposited March 22, 2021

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Version 1
published

  • Created
  • Added Creator Robert Roeser
  • Added Braun Schonert Reichl & Roeser.pdf
  • Updated Description, Publication Date, License Show Changes
    Description
    • See abstract
    Publication Date
    • 2020
    License
    • http://creativecommons.org/publicdomain/zero/1.0/
  • Published
  • Updated Keyword, Description Show Changes
    Keyword
    • elementary teachers, teacher well-being, student well-being
    Description
    • See abstract
    • Theoretical perspectives suggest the importance of teachers’ skills, occupational health, and well-being for providing students with positive, quality experiences in the classroom, yet few studies have empirically tested these associations. The present study included 15 fourth and fifth grade teachers, and their 320 students. Multilevel growth modeling was employed to examine the effects of teachers’ emotion regulation skills, feelings of occupational burnout, and life satisfaction in the fall of the school year on student-reported positive outlook, emotional distress, and peer-reported prosocial behavior across the year. Teachers’ emotion regulation skills and well-being were associated with student well-being: students reported low emotional distress when teachers used cognitive reappraisal to regulate their emotions; when teachers used expressive suppression, students reported a less positive outlook and peers reported few prosocial behaviors; teachers’ life satisfaction was associated with high levels of prosocial behavior. Associations were stable across the school year. Implications for teachers are discussed.
  • Added Creator Kimberly A. Schonert-Reichl
  • Renamed Creator Robert W. Roeser Show Changes
    • Robert Roeser
    • Robert W. Roeser
  • Updated Creator Kimberly A. Schonert-Reichl
  • Added Creator Summer S. Braun
  • Updated
  • Updated