EMOTION REGULATION STRATEGIES IN EDUCATION: TEACHER'S FEEDBACK THROUGH THE NOMINAL GROUP TECHNIQUE

Abstract

Emotion regulation in education has gained significant attention in Asian countries, particularly in Malaysia, where social-emotional learning (SEL) is being integrated into curricula to enhance students' academic success and well-being. However, there are critical challenges of developing culturally adapted SEL programs in Malaysian primary schools, where cultural diversity and resource limitations present significant barriers. This study employs the Nominal Group Technique (NGT) to identify key emotion regulation strategies in educational settings, involving experts in student psychology and mental health. Findings emphasize the importance of culturally adapted SEL programs, comprehensive teacher training, and strategic use of technology, while highlighting challenges such as cultural stigma and resource limitations. The research discusses theoretical models like James Gross's Process Model of Emotion Regulation. Malaysian primary schools are urged to adopt a holistic approach to emotion regulation education, incorporating programs tailored to diverse cultural backgrounds. The study stresses the need for enabling legislation to address inadequate teacher training and resources, while emphasizing active parental involvement and collaboration among stakeholders for successful implementation. This research contributes to the growing body of literature on emotion regulation in Asian educational contexts, providing insights for developing effective, culturally appropriate interventions in Malaysian primary schools.