Effects of a Co-Regulation Model for MR Teacher Training: HRV and Self-Compassion as Indicators of Emotion Regulation

TL;DR

This study explores how heart rate variability and self-compassion relate to emotion regulation in pre-service teachers during mixed reality training, suggesting these tools can enhance teacher well-being and emotional management.

Contribution

It introduces a mixed method approach combining physiological and interview data to examine self-compassion and stress responses in teacher training.

Findings

Higher self-compassion correlates with lower stress during training.

MR training can be effective for teaching emotion regulation.

Self-compassion may serve as a buffer against emotional stress.

Abstract

Teachers play a pivotal role in fostering students' emotional and cognitive development. Teachers need to regulate their emotions in order to co-regulate students. Here using a unique mixed method approach, we investigate the relationship between self-compassion, treating oneself with compassion, and physiological stress responses among pre-service teachers. Heart rate variability (HRV) was measured during a mixed reality (MR) teacher training scenario environment designed to simulate socio-emotional conflict in class. Recorded interviews that followed the MR-training were analyzed for observed self-compassion. Findings suggest that less emotional stress during the MR-training correlates with higher levels of self-compassion during the interview. MR-trainings and self-compassion may be valuable tools to train teacher emotion regulation and well-being.