Abstract
This study aimed at identifying insights for the systematic development of practical strategies for helping students manage their anger emotions. To achieve this goal, this study comprised a meta-analytical review of reported research into the dynamic of students’ emotions. As a result, five top-level categories and ten corresponding subcategories were extracted and classified. The five top-level categories were 'Factors associated with students’ anger emotions, 'Introduction of practical programs and scales,' 'Approaches for verification effectiveness,' 'Outcomes from practical programs and surveys,' and 'Systematic implementation and ensuring reliability.' In the development of strategies for effective practice, knowledge and understanding of the processes underlying the arousal of students’ anger emotions ('Education for understanding emotions’) and practices incorporating relevant role-playing ('Anger Emotion Evacuation Training’) were found to be decisive, especially when students’ developmental stages were considered. A key consideration uncovered during the course of this research is the necessity to broaden the scope of previous studies and refine the organization of the trends of research on students’ anger emotions for, which points to the needs for future studies.
