Emotion Regulation in the Classroom: A Network Approach to Model Relations among Emotion Regulation Difficulties, Engagement to Learn, and Relationships with Peers and Teachers.
Emotion regulation is theorized to shape students' engagement in learning activities, but the specific pathways via which this occurs remain unclear. This study examined how emotion regulation mechanisms are related to behavioral and emotional engagement as well as relations with peers and teachers....
| Publicado en: | Journal of Youth & Adolescence Vol. 52; no. 2; pp. 273 - 287 |
|---|---|
| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Feb2023
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=161327539&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 161327539 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Feb2023 vid: 52 iid: 2 pid: 237 pub: Springer Nature artinfo: ui: 161327539 10.1007/s10964-022-01678-2 ppf: 273 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 923KB tig: atl: Emotion Regulation in the Classroom: A Network Approach to Model Relations among Emotion Regulation Difficulties, Engagement to Learn, and Relationships with Peers and Teachers. aug: au: De Neve, Debbie Bronstein, Michael V. Leroy, An Truyts, Alex Everaert, Jonas affil: Centre of Expertise in Urban Education, Karel de Grote University of Applied Sciences and Arts, Antwerp, Belgium Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis, MN, USA Department of Medical and Clinical Psychology, Tilburg University, Tilburg, Netherlands Research Group of Quantitative Psychology and Individual Differences, KU Leuven, Leuven, Belgium su: Teacher-student relationships School environment Psychometrics Self-consciousness (Awareness) Psychology of high school students Learning strategies Questionnaires Research funding Emotion regulation Curriculum planning sug: subj: Teacher-student relationships School environment Psychometrics Self-consciousness (Awareness) Psychology of high school students Learning strategies Questionnaires Research funding Emotion regulation Curriculum planning keyword: Adolescence Peer relations Student engagement Teacher support Adolescence Peer relations Student engagement Teacher support ab: Emotion regulation is theorized to shape students' engagement in learning activities, but the specific pathways via which this occurs remain unclear. This study examined how emotion regulation mechanisms are related to behavioral and emotional engagement as well as relations with peers and teachers. The sample included 136 secondary school students (59,7% girls; M = 14.93, SD = 1.02, range: 13–18 years). Psychometric network models revealed that difficulties in emotional awareness, emotional clarity, and access to emotion regulation strategies were differentially related to behavioral and emotional engagement, establishing an indirect link with teacher and/or peer relations. Nonacceptance of emotional responses, emotional awareness, and impulse control difficulties were uniquely related to teacher and/or peer relations, establishing an indirect link with student engagement. Causal discovery analysis suggested that student emotional engagement is an empirically-plausible direct cause of increased access to emotion regulation strategies. These findings uncover potential pathways through which emotion regulation hampers or facilitates learning at school, providing information useful for the design of school curricula and teacher training programs. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|