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. (PsycINFO Database Record

Common universal screening methods for determining math risk in middle school grades may not result in optimal diagnostic accuracy. We evaluated current screening practices and several potential modifications for predicting math proficiency on an end-of-year state test in a suburban school district. Previously, the district used the Measures of Academic Progress (MAP) to determine student risk in fall. Creating local cut scores for the preceding-year state test scores and the MAP resulted in the most accurate and efficient methods of assessing risk. Multiskill computation and application curriculum-based measures added little relative value to the combination of MAP and preceding-year state test scores. Results suggest schools could improve their screening practices by first evaluating their current procedures and, if unacceptable, determining whether local cut scores provide the desired improvements to accuracy before considering the adoption of additional measures.

We examined the association between peer-assessed emotional expressivity and children's status in the peer group after controlling for social behavior. Participants were 417 elementary school children (X age = 10 years) from a Midwestern urban community and their teachers. Hierarchical multiple regression analyses were used. After controlling for gender, race, and other emotionality, happiness was positively associated with likability and popularity. Sadness was positively associated with disliking and unpopularity, and negatively associated with popularity. Anger was positively associated with disliking and popularity. Overall, emotional expressivity uniquely predicted status after controlling for social behavior. Regarding gender and race effects, girls were perceived as happier than boys and an inverse pattern was found for anger; White children were perceived as happier than Black children. The association between emotionality and status did not differ by gender. Findings expand the literature on predictability of peer-assessed emotions regarding different dimensions of status in the peer group.

No abstract