Abstract
Positive teacher-student relationships have long been implicated as contributors to the success of many students’ in the educational setting. The degree to which teachers’ emotion regulation impact such relationships is important to the continued discussion regarding best educational practices. The purpose of this study was to investigate the role of teachers’ emotion regulation on teacher-student relationships. The authors of the investigation will discuss the results of the data analyses and implications for best practices.
Presenters
Sherri Franklin-GuyProfessor, Special Education, Rehabilitation, and Counseling, California State University, California, United States Donna Schnorr
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Teacher-Student Relationships, Emotion Regulation, Educational Practices
Digital Media
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