Abstract Book of the 9th International Conference on Teaching, Learning and Education
Year: 2025
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The Effect of a SEL (Social–Emotional Learning) Intervention Program Based on Emotional Regulation and Metacognitive Awareness for Special Education Preservice Teachers Experiencing Adapted Teaching in Mathematics
Stella Gidalevich, Ella Mirkin
ABSTRACT:
This study’s aim was to examine the influence of a unique intervention program based on emotional self-awareness and the development of emotional regulation as an important component of SEL combined with metacognitive awareness. Seventy-two third-year preservice teachers participated for one year, tutoring a mathematically challenged student. This intervention was applied to an experimental group where each participant learned to assess his/her emotional state using a special ruler prior to teaching a lesson, and according to the ruler’s assessment results, the preservice teacher was assisted by a variety of emotional regulations as well as metacognitive strategies. A control group learned only metacognitive strategies. This study’s results indicated that experimental group participants showed notable improvement in cognitive reappraisal post-intervention compared to the control group, which showed no change. For metacognitive awareness, in both research groups, an increase was apparent post-intervention. Nevertheless, a comparison of the effect size of differences between the two measurement points indicated that the experimental group exhibited a greater improvement in metacognitive regulation compared to the control group. A significant positive correlation was found in the experimental group between cognitive reappraisal and metacognitive regulation. Assimilation and training of emotional skills among preservice teachers during training are necessary, in addition to the integration of theoretical courses in the field. We recommend that teacher training programs emphasize the development of emotional awareness and emotional regulation among preservice teachers and implement a variety of strategies for emotional regulation, such as defining an overwhelming emotion, mindfulness, breathing, and sports activity.
Keywords: emotional regulation, metacognitive awareness, preservice teachers, reappraisal, suppression