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ERIC Number: EJ1134241
Record Type: Journal
Publication Date: 2017-Mar
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1045-3830
Emotional Expressivity and Emotion Regulation: Relation to Academic Functioning among Elementary School Children
Kwon, Kyongboon; Hanrahan, Amanda R.; Kupzyk, Kevin A.
School Psychology Quarterly, v32 n1 p75-88 Mar 2017
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 (M[subscript age] = 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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin
Identifiers - Assessments and Surveys: Wisconsin Knowledge and Concepts Examinations
Grant or Contract Numbers: N/A