A teacher-student relationship (TSR) characterized by closeness promotes student engagement and positive emotional experiences among teachers. The present systematic review questions what the English-language literature reports on the effect of training dedicated to the development of teachers' emotional competences (EC) on these competences and on the TSR quality. 17 articles met the inclusion criteria. The findings suggest that brief EC trainings can sustainably develop teachers’ EC. The small number of articles that have also evaluated the TSR quality prevents to conclude (...) as to the effects of these training courses on this variab. (shrink)

Self-compassion (SC) seems to play an important role in improving Emotion Regulation (ER). Nevertheless, the results of previous studies regarding the links between SC and ER are not consistent, especially facing diverse models of ER (strategy-based vs skill-based). The goal of this prospective study was to evaluate the links between these three concepts, by testing the predictive roles of SC and ER skills on both ER adaptive and maladaptive strategies, using standardised questionnaires and visual analogue scales. Results of regression analysis (...) showed that self-compassion positively predicts cognitive reappraisal, acceptance, problem-solving, relaxation, self-support, tolerance and ER skills and negatively predicts behavioural avoidance, expressive suppression and ruminations. Results also showed that ER skills positively predict cognitive reappraisal, expression, acceptance, relaxation, self-support and tolerance and negatively predicts behavioural avoidance, expressive suppression and ruminations. Results from a mediation model are also promising regarding both the role of ER skills on the effect of SC on adaptive ER strategy use. Even if this study can be associated with common limits of self-report measures, it highlights the role of SC in a model of ER. (shrink)

Self-compassion (SC) seems to play an important role in improving Emotion Regulation (ER). Nevertheless, the results of previous studies regarding the links between SC and ER are not consistent, especially facing diverse models of ER (strategy-based vs skill-based). The goal of this prospective study was to evaluate the links between these three concepts, by testing the predictive roles of SC and ER skills on both ER adaptive and maladaptive strategies, using standardised questionnaires and visual analogue scales. Results of regression analysis (...) showed that self-compassion positively predicts cognitive reappraisal, acceptance, problem-solving, relaxation, self-support, tolerance and ER skills and negatively predicts behavioural avoidance, expressive suppression and ruminations. Results also showed that ER skills positively predict cognitive reappraisal, expression, acceptance, relaxation, self-support and tolerance and negatively predicts behavioural avoidance, expressive suppression and ruminations. Results from a mediation model are also promising regarding both the role of ER skills on the effect of SC on adaptive ER strategy use. Even if this study can be associated with common limits of self-report measures, it highlights the role of SC in a model of ER. (shrink)