Using Reappraisal to Improve Outcomes for STEM Teachers and Students

Lital Daches Cohen, James J. Gross, Orly Rubinsten

Research output: Contribution to journalReview articlepeer-review


The many stressors associated with teaching can take a toll, resulting in high levels of burnout among teachers and reduced motivation and academic performance among students. This is especially true in the context of science, technology, engineering, and mathematics (STEM) subjects. Despite the efficacy of emotion regulation interventions in pedagogical settings in general and in STEM teaching in particular, there is a lack of suitable interventions. We applied the process model of emotion regulation to STEM teaching and proposed a framework, STEM-Model of EmotioN regulation: Teachers' Opportunities and Responsibilities (STEM-MENTOR), to elucidate how the high demands of STEM teaching and contextual factors (e.g., culture, reforms, teacher-student interactions) may lead to intensified negative emotions and deficits in executive functioning and emotion regulation implementation. Teacher emotions, in turn, shape students' STEM-related achievements and epistemic emotions. Thus, teachers' emotion regulation skills have pervasive effects on teaching outcomes for both teachers and students. We illustrate how at each level of our framework, steps could be taken to improve teachers' emotional trajectory. Our proposed STEM-MENTOR framework has implications for theoretical understanding and may help to shape future interventions that focus on cognitive-emotional processes in STEM education.

Original languageEnglish
Article numberA1
JournalJournal of Cognition
Issue number1
StatePublished - 2023

Bibliographical note

Publisher Copyright:
© 2023 The Author(s).


  • Emotion regulation
  • Reappraisal
  • STEM
  • Stress

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology


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