Emotion regulation and well-being in primary classrooms situated in low-socioeconomic communities.
Emotion
child well-being
children from disadvantaged backgrounds
emotion regulation
primary classrooms
self-regulation
video observations
Journal
The British journal of educational psychology
ISSN: 2044-8279
Titre abrégé: Br J Educ Psychol
Pays: England
ID NLM: 0370636
Informations de publication
Date de publication:
Dec 2019
Dec 2019
Historique:
received:
28
09
2017
revised:
27
02
2018
pubmed:
15
4
2018
medline:
11
4
2020
entrez:
15
4
2018
Statut:
ppublish
Résumé
Although emotion is central to most models of children's well-being, few studies have looked at how well-being is related to the ways in which children regulate their emotions. The aim of this study was to examine the associations among children's emotion regulation strategy choice and their emotional expression, behaviour, and well-being. The study also investigated whether contextual factors influenced the emotion regulation strategies children chose to use. Participants (N = 33) were selected from four Year 5/6 composite classrooms situated in low-socioeconomic urban communities in New Zealand. Questionnaires were used to measure children's well-being and teacher-reported emotional and behavioural problems. Emotional expression and emotion regulation strategies were measured through video-recorded observations in the classroom. A total of 1,184 instances of emotion regulation strategy use were coded using a framework based on Gross' process model of emotion regulation. The findings highlight the complexity of the relations among emotion regulation, emotion expression, and well-being. Some strategies, such as Cognitive Reappraisal, were effective at upregulating negative emotion in the short term, yet not strongly associated with well-being. Others, such as Situation Modification: Physical, were positively associated with well-being, yet not with an immediate change in a child's emotional experience. The findings also suggest children flexibly use different strategies in relation to different contextual demands. These findings may be used to guide future intervention efforts which target emotion regulation strategy use as well as those which focus on teachers' support of children during emotionally challenging situations.
Sections du résumé
BACKGROUND
BACKGROUND
Although emotion is central to most models of children's well-being, few studies have looked at how well-being is related to the ways in which children regulate their emotions.
AIMS
OBJECTIVE
The aim of this study was to examine the associations among children's emotion regulation strategy choice and their emotional expression, behaviour, and well-being. The study also investigated whether contextual factors influenced the emotion regulation strategies children chose to use.
SAMPLE
METHODS
Participants (N = 33) were selected from four Year 5/6 composite classrooms situated in low-socioeconomic urban communities in New Zealand.
METHOD
METHODS
Questionnaires were used to measure children's well-being and teacher-reported emotional and behavioural problems. Emotional expression and emotion regulation strategies were measured through video-recorded observations in the classroom. A total of 1,184 instances of emotion regulation strategy use were coded using a framework based on Gross' process model of emotion regulation.
RESULTS
RESULTS
The findings highlight the complexity of the relations among emotion regulation, emotion expression, and well-being. Some strategies, such as Cognitive Reappraisal, were effective at upregulating negative emotion in the short term, yet not strongly associated with well-being. Others, such as Situation Modification: Physical, were positively associated with well-being, yet not with an immediate change in a child's emotional experience. The findings also suggest children flexibly use different strategies in relation to different contextual demands.
CONCLUSION
CONCLUSIONS
These findings may be used to guide future intervention efforts which target emotion regulation strategy use as well as those which focus on teachers' support of children during emotionally challenging situations.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
565-584Informations de copyright
© 2018 The British Psychological Society.
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