Poster 7:

The Effect of a SEL Intervention Program on Emotional Regulation for Preservice Teachers

Stella Gidalevich & Ella Mirkin (Oranim Academic College of Education, Israel)

This study’s aim was to examine the influence of a unique intervention focused on emotional regulation, an important component of SEL. Seventy-two third-year preservice teachers participated for one year, tutoring a mathematically challenged student. Each participant in an experimental group learned to assess his/her emotional state using a special ruler before teaching a lesson based on the ruler’s assessment, the preservice teacher was assisted with a variety of emotional regulation strategies. A control group learned without emotional strategies. The results indicated that the experimental group showed a notable improvement in cognitive reappraisal post-intervention, whereas the control group showed no change.