Adaptive emotion regulation, academic performance and internalising problems in Flemish children with special educational needs: a pilot study

Abstract

School readiness of children with special educational needs (SEN) is still understudied. The present study examined how the presumed bidirectional relationship between impaired academic performance (AP) and internalising problems (IP) could be favourably influenced. In this regard, it was assumed that children's adaptive emotion regulation plays a crucial role, as it was shown to be independently related to improved AP and fewer IP. However, to gain stronger evidence for this assumption, it should be further clarified whether adaptive emotion regulation, AP and IP are also jointly associated and, if so, how this is reflected in children with SEN. To explore these issues, two different models were tested in a cross-sectional pilot including 61 Flemish elementary school children with SEN (39 boys and 22 girls, mean age = 10.0 years old). Teachers reported on adaptive emotion regulation, AP and IP. The results indicated that AP partially mediated the relationship between adaptive emotion regulation and IP (model 1), while IP fully mediated the relationship between adaptive emotion regulation and AP (model 2). Practical implications, strengths, and limitations were discussed.

The Evaluation of Boost Camp: A Universal School-Based Prevention Program Targeting Adolescent Emotion Regulation Skills

“…It is further hypothesized that maladaptive ER strategies, negative affect, depressive and anxiety symptoms will decrease both immediately after the intervention and at three and six months' follow-up. Second, the study examines effects of the Boost Camp program on secondary outcomes, which are assumed to be associated with changes in the primary outcomes (Bonabi et al, 2016;Lopes et al, 2005;Weymeis et al, 2019). It is hypothesized that academic achievement will increase and bullying and stigmas about mental health services will decrease at three and six months' follow-up.…”

Emotional Regulation Difficulties Among Faculty Members: Investigating the Effect of Gender, Teaching Experience, Academic Certificate

“…The process of emotion regulation plays an essential role in the psychological function of academics. It can significantly affect academic success and social-emotional functioning (Mehdi Nejad, 2020;Weymeis, Van Leeuwen, & Braet, 2019;Edossa et al, 2018;Gestsdottir et al, 2014;Pouw, Rieffe, Stockmann, & Gadow, 2013;Davis & Levine, 2013;Singh & Singh, 2013;Pin Chang, 2008). During emotion regulation, faculty member tries to increase, maintain, or reduce negative or positive emotions; emotion regulation may occur consciously when the faculty member decides to change or modify the subject when feeling frustrated.…”

The Effects of TIME-IN on Emotion Regulation, Externalizing, and Internalizing Problems in Promoting School Readiness

“…The authors partially reused T1 data from American Psychological Association (2011) and Weymeis et al (2019a) . The authors furthermore assure that the findings contribute to knowledge/practice relative to what has already been published in Weymeis et al (2019a) , in accordance with the data reuse guidelines formulated by van Raaij (2018) .…”