Children’s Emotion Regulation Scale in Mathematics (CERS-M): Development and Validation of a Self-Reported Instrument

Hanin, Vanessa; Grégoire, Jacques; Mikolajczak, Moïra; Fantini‐Hauwel, Carole; Nieuwenhoven, Catherine Van

doi:10.4236/psych.2017.813143

Cited by 9 publications

(9 citation statements)

References 59 publications

(86 reference statements)

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“…Regulation Scale in Mathematics (CERS-M) (Hanin et al, 2017). This questionnaire consists of 14 items, rated on a 4 point Likert scale (ranging from 1= (almost) never to 4 = (almost) always) and targets six strategies used by 5 th and 6 th graders to regulate their emotions when solving mathematical problems (see Table 2).…”

Section: Methodsmentioning

confidence: 99%

“…Both positive and negative emotions may be down-or up-regulated. In the current study, we focused on the down-regulation of negative emotions through six strategies used by upper-elementary students to regulate their negative emotions during problemsolving tasks: task utility self-persuasion, help-seeking, brief attentional relaxation, emotion expression, negative self-talk and dysfunctional avoidance (Hanin, Grégoire, Mikolajczak, Fantini-Hauwel, & Van Nieuwenhoven, 2017).…”

Section: Emotional Dimension Of Problem-solving Competencementioning

confidence: 99%

“…While the first three are effective, the last three are ineffective (Hanin et al, 2017). A wide range of activities were provided including video-clips, analyses of mini-case studies, drawings, Chinese portrait, short lectures, facial expressions analyzes, group tasks and discussions and role play.…”

Section: Appendix 1 Description Of the Training Programsmentioning

confidence: 99%

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Developing an Expert and Reflexive Approach to Problem-Solving: The Place of Emotional Knowledge and Skills

Hanin¹,

Nieuwenhoven²

2018

PSYCH

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Nowadays it is widely accepted that mathematics and, especially, problemsolving tasks, are particularly concerned by the issue of emotions. Yet, educational interventions designed to improve students' problem-solving competence and performance still mainly focus on cognitive and metacognitive knowledge and skills. The main purpose of this study was to design and assess the benefit of a training program that promotes the development of not only cognitive but also emotional knowledge and skills. This benefit was assessed using four variables, namely, problem-solving performance, problem-solving competence, academic emotions and emotion regulation strategies. 428 fifth and sixth graders took part in the study, split into four conditions: 1) a "cognition" condition which received an intervention on an eight-step problemsolving process; 2) an "emotion" condition in which emotional knowledge and skills were developed through various activities; 3) an "emotion and cognition" condition overlapping the two previous ones, and 4) a "control" condition. The findings showed that the "emotion and cognition" condition and the "cognition" condition had equivalent cognitive efficiency. However, only the former reduced negative emotions, aroused the emergence of positive ones, promoted the use of adaptive emotion regulation strategies and discouraged the use of maladaptive ones. The practical implications for educational practices and possible avenues for further research are discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Emotional Dimension Of Problem-solving Competencementioning

confidence: 99%

See 1 more Smart Citation

Developing an Expert and Reflexive Approach to Problem-Solving: The Place of Emotional Knowledge and Skills

Hanin¹,

Nieuwenhoven²

2018

PSYCH

Self Cite

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“…A review of the literature (Bandura 1997;Conway & Pleydell-Pearce 2000;Galand & Vanlede 2004/5) shows that self-efficacy beliefs are developed through four sources of information: active mastery experiences (i.e., the influence of background, school history and past academic performance), vicarious experiences (i.e., being aware of others' success or failure in tasks can influence one's own self-efficacy beliefs, so that the perceived level of competence in others also influences the construction of one's self-efficacy beliefs), verbal persuasion (i.e., the impact of encouragement, words of support, or any other message given to the learner) and physiological and emotional states (Hanin, Grégoire, Mikolajczack, Fantini-Hauwel, & Van Nieuwenhoven, 2017).…”

Section: Self-efficacy Beliefsmentioning

confidence: 99%

The Impact of Metacognitive Mediation on 12-Year-Old Students Self-Efficacy Beliefs for Performing Complex Tasks

Colognesi

Hanin

Still

et al. 2019

iejee

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The goal of this study is to identify the links between metacognitive mediation and students' self-efficacy belief for the performance of complex tasks. We worked for three weeks with six human sciences classes of secondary 1 students who all performed the same tasks. In two classes, metacognition was initiated by the teacher, in two others, activation of metacognition occurred between peers and in the remaining two, there was no metacognitive mediation. Our goal is to compare the three conditions in terms of changes in students' self-efficacy belief through a pretest-posttest comparison among the 85 students who took part in the study. In addition, we interviewed four students in each condition where metacognition was used. The quantitative results showed that self-efficacy improved in classes where metacognition was introduced, which was not the case in the classes where students did not receive any metacognitive prompting. In addition, the comparison of classes "with metacognition" showed that regardless of the agent (the teacher or peers), prompting of metacognition led to improvement in aspects related to active mastery experiences and psychological states of self-efficacy. The difference between these two conditions lay in the strategies available to students to succeed in the tasks.

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“…Not only do students feel negative emotions when dealing with complex math problems but, in addition, they do not regulate these emotions (De Corte, Depaepe, Op't Eynde & Verschaffel, 2011). On this point, Hanin et al (2017) highlighted six strategies used by upper elementary school children to regulate their negative emotions when solving math problems. "Negative self-talk" involves focusing on the negative aspects of the situation, by dramatizing them, by constantly thinking them over or by convincing oneself that they are beyond one's control.…”

Section: The Contribution Of Emotion Theorymentioning

confidence: 99%

Teaching the problem-solving process in a progressive or in a simultaneous way: a question of making sense?

Hanin

Catherine

2018

FLR

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Over the past two decades, the perennial low success rates of elementary students in math problem solving and the difficulties experienced by teachers in helping their students with this type of task has become quite a hot topic. In response, several instructional interventions aiming to develop an expert and reflexive approach to problem solving have been designed. However, these interventions are based on two contrasting teaching approaches, either teaching the components of the problem-solving process at the same time or teaching them one at the time. A meticulous analysis of the literature indicates that studies that have compared these two teaching approaches have focused primarily on undergraduate students. Moreover, they have mainly been assessed in terms of cognitive outcomes. Yet, recent studies stress the importance of analyzing the cognitive, motivational and emotional processes involved in problem-solving learning together in order to gain a full understanding of the process. Addressing these limitations is essential to enhance our understanding of problem-solving learning and to design more effective interventions. This paper focuses on this issue by investigating whether teaching the problem-solving process in all its complexity or one component at a time is preferable in terms of cognitive, motivational and emotional outcomes. This issue is handled for both novice and expert solvers. Data were gathered among 267 upper elementary students. Findings showed that both teaching approaches support the short-and long-term acquisition of cognitive problem-solving strategies, regardless of the student's profile. However, beneficial emotional and motivational outcomes occur only when the problem-solving process is taught in all its complexity, that is, makes sense for the learner. Novice solvers made less use of the help-seeking strategy and persisted more.

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Children’s Emotion Regulation Scale in Mathematics (CERS-M): Development and Validation of a Self-Reported Instrument

Cited by 9 publications

References 59 publications

Developing an Expert and Reflexive Approach to Problem-Solving: The Place of Emotional Knowledge and Skills

Developing an Expert and Reflexive Approach to Problem-Solving: The Place of Emotional Knowledge and Skills

The Impact of Metacognitive Mediation on 12-Year-Old Students Self-Efficacy Beliefs for Performing Complex Tasks

Teaching the problem-solving process in a progressive or in a simultaneous way: a question of making sense?

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