A case study of a teacher’s extrinsic emotion regulation on students’ positive emotions and learning experience

Abstract

While existing research indicates the role of positive emotions in enhancing learning experience, few studies have examined what and how teachers’ emotion regulation (ER) strategies can improve learning in the classroom. This gap limits the theoretical understanding of the interpersonal dimensions of ER and its potential value in teaching and learning. Grounded in Broaden-and-Build theory, this case study investigates the emotional experiences of both a teacher and students in a technology-enhanced university course. Specifically, this study examines the teacher's extrinsic ER (EER) strategies and their impact on students’ learning experiences. Data were collected over six weeks using classroom observations, smart-classroom video recordings, and independent semi-structured interviews with the teacher and students. The analysis of 27 pedagogical episodes revealed three types of EER strategies the teacher used. Notably, the teacher’s EER strategies shaped students’ learning experience in three dimensions: learning-friendly classroom climate, learner readiness, and sustained learning engagement. This research underscores the importance of EER in teaching and provides practical insights for teachers and teacher educators. The paper concludes with limitations and suggestions for future research.