Emotional Expressivity and Emotion Regulation: Relation to Academic Functioning Among Elementary School Children

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-03-01 DOI:10.1037/spq0000166

Kyongboon Kwon, Amanda R. Hanrahan, K. Kupzyk

{"title":"Emotional Expressivity and Emotion Regulation: Relation to Academic Functioning Among Elementary School Children","authors":"Kyongboon Kwon, Amanda R. Hanrahan, K. Kupzyk","doi":"10.1037/spq0000166","DOIUrl":null,"url":null,"abstract":"We examined emotional expressivity (i.e., happiness, sadness, and anger) and emotion regulation (regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement). Also, we tested the premise that emotional expressivity and emotion regulation are indirectly associated with achievement through academic motivation and engagement. Participants included 417 elementary school students (Mage = 10 years; 52% female; 60% Black) and their teachers from a Midwestern metropolitan area. We used child and teacher questionnaires, and data were analyzed with structural equation modeling. Regarding emotionality, happiness was positively associated with multiple aspects of academic functioning whereas an inverse association was found for anger; sadness was not associated with academic functioning. Also, happiness and anger were indirectly related to achievement through academic engagement. Emotion regulation was positively associated with multiple aspects of academic functioning; it was also indirectly associated with achievement through engagement. Implications are discussed regarding how social and emotional learning programs in schools can further benefit from research on children’s emotions.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"75–88"},"PeriodicalIF":0.0000,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/spq0000166","citationCount":"104","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"SCHOOL PSYCHOLOGY QUARTERLY","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1037/spq0000166","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 104

Abstract

We examined emotional expressivity (i.e., happiness, sadness, and anger) and emotion regulation (regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement). Also, we tested the premise that emotional expressivity and emotion regulation are indirectly associated with achievement through academic motivation and engagement. Participants included 417 elementary school students (Mage = 10 years; 52% female; 60% Black) and their teachers from a Midwestern metropolitan area. We used child and teacher questionnaires, and data were analyzed with structural equation modeling. Regarding emotionality, happiness was positively associated with multiple aspects of academic functioning whereas an inverse association was found for anger; sadness was not associated with academic functioning. Also, happiness and anger were indirectly related to achievement through academic engagement. Emotion regulation was positively associated with multiple aspects of academic functioning; it was also indirectly associated with achievement through engagement. Implications are discussed regarding how social and emotional learning programs in schools can further benefit from research on children’s emotions.

查看原文本刊更多论文

情绪表达与情绪调节：与小学生学习功能的关系

我们研究了情绪表现力（即快乐、悲伤和愤怒）和情绪调节（对活力、悲伤和生气的调节）与学业功能（动机、参与度和成就）的关系。此外，我们还检验了情绪表达和情绪调节通过学术动机和参与与成绩间接相关的前提。参与者包括来自中西部大都市地区的417名小学生（Mage=10岁；52%为女性；60%为黑人）和他们的老师。我们使用儿童和教师问卷，并用结构方程模型对数据进行分析。在情绪方面，快乐与学业功能的多个方面呈正相关，而愤怒则相反；悲伤与学习功能无关。此外，快乐和愤怒通过学术参与与成绩间接相关。情绪调节与学习功能的多个方面呈正相关；它还与通过参与取得的成就间接相关。讨论了学校的社会和情感学习项目如何从儿童情绪研究中进一步受益的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-

自引率

0.00%

发文量

期刊介绍： The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.