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High demands in STEM teaching cause teacher burnout and affect student performance. The STEM-MENTOR framework addresses teacher emotion regulation to improve outcomes for both teachers and students in STEM education.

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Area of Science:

  • Educational Psychology
  • STEM Education
  • Cognitive Science

Background:

  • Teaching, particularly in STEM fields, presents significant stressors leading to teacher burnout.
  • Teacher burnout negatively impacts student motivation and academic achievement.
  • Existing emotion regulation interventions are not adequately tailored for STEM teaching contexts.

Purpose of the Study:

  • To propose a framework, STEM-MENTOR, based on the process model of emotion regulation for STEM teaching.
  • To elucidate how STEM teaching demands and contextual factors influence teacher emotions and executive functioning.
  • To highlight the pervasive effects of teacher emotion regulation on student STEM achievement and epistemic emotions.

Main Methods:

  • Applied the process model of emotion regulation to the context of STEM teaching.
  • Developed the STEM-MENTOR (STEM-Model of EmotioN regulation: Teachers' Opportunities and Responsibilities) framework.
  • Illustrated potential intervention points within the framework to improve teachers' emotional trajectories.

Main Results:

  • The STEM-MENTOR framework details how teaching demands and contextual factors intensify negative emotions and impair emotion regulation in STEM teachers.
  • Teacher emotions directly influence students' STEM-related achievements and epistemic emotions.
  • The framework identifies specific levels where interventions can enhance teachers' emotional well-being and effectiveness.

Conclusions:

  • Teacher emotion regulation is crucial for positive outcomes in STEM education for both teachers and students.
  • The STEM-MENTOR framework provides a theoretical basis for understanding and addressing emotional challenges in STEM teaching.
  • This framework can guide the development of targeted interventions focusing on cognitive-emotional processes in STEM education.