Emotion regulation and well‐being in primary classrooms situated in low‐socioeconomic communities

Somerville, Matthew P.; Whitebread, David

doi:10.1111/bjep.12222

Cited by 13 publications

(19 citation statements)

References 47 publications

(70 reference statements)

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“…However, we believe that the absence of the correlation between the emotional self‐reported arousal and physiological activation needs to be further explored in future studies that may include participants with different cultural backgrounds and different degrees of expertise in recognizing body emotional responses. In many contexts, from what we see, educational practice could focus on improving children’s ability to recognize their physiological arousal as this ability appears to be poorly acquired, even if this ability has been shown to be very useful to improve emotion regulation and well‐being (Deckert, Schmoeger, Auff, & Willinger, 2020; Somerville & Whitebread, 2018).…”

Section: Discussionmentioning

confidence: 99%

Physiological responses to a school task: The role of student–teacher relationships and students’ emotional appraisal

Mastromatteo

Zaccoletti

Masón

et al. 2021

Brit J of Edu Psychol

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Background. To be successful, students must learn to deal with socially and cognitively demanding tasks. Much remains unknown about the effects of previous classroom experiences and of students' emotional appraisal of a task on their physiological adaptive responses to it.Aims. To investigate how children's physiological response to a social and cognitive task would be directly and interactively influenced by the perceived student-teacher relationship and by children's emotional appraisal of what reaction they expect to have while completing the task.Methods. One hundred and sixteen second and third graders took part in the study. Children completed a cognitive and social stress task. Before the task, they were interviewed on their emotional appraisal of the task and on student-teacher relationships. Children's cardiac activity was registered at rest and during the task to measure physiological activation (heart rate) and self-regulation (heart rate variability). Results. Heart rate variability during the task was positively correlated with the appraised emotional valence of the task and of being observed while doing it. Regression analyses showed that children's physiological self-regulation during the task was affected by the interaction between student-teacher relationships and appraised emotional valence of being observed. Only among children who had experienced negative studentteacher relationships, an active physiological self-regulation was observed in response to the task when they expected it to be positive compared to when they perceived it as negative.Conclusions. Children's emotional appraisal of tasks and the quality of student-teacher relationships are important to promote a functional physiological response of selfregulation that underlies academic functioning and well-being at school.When entering primary school, children face a multitude of events that can be socially, emotionally, or cognitively demanding, and in order to be academically successful, they must learn how to deal with them. Every day, students are required to place cognitive effort on tasks while both teachers and peers socially evaluate the way they behave or perform. Children can expect and evaluate these common experiences to be positive or

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Section: Discussionmentioning

confidence: 99%

Physiological responses to a school task: The role of student–teacher relationships and students’ emotional appraisal

Mastromatteo

Zaccoletti

Masón

et al. 2021

Brit J of Edu Psychol

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“…Furthermore, some scholastic and individual influences that may have great impact on scholastic well‐being (e.g., achievement emotions, emotion regulation, and teacher–student interaction; Schlesier, 2020; Schlesier, Roden, & Moschner, 2019; Somerville & Whitebread, 2019) were not included in this study. Likewise, although different types of relationships in class (peer relations and teacher–pupil relations) were not addressed in detail, they were at least measured globally using the pupils’ perceptions of the student‐orientated climate in class (Lenske, 2013).…”

Section: Discussionmentioning

confidence: 99%

Differences in students’ scholastic well‐being induced by familial and scholastic context

Obermeier

Schlesier

Gläser‐Zikuda

2021

Brit J of Edu Psychol

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Background Since scholastic well‐being is connected with intrinsic motivation, positive emotions and effective learning, it is highly relevant for educational research. It is influenced by a variety of individual and contextual determinants and differs for several groups of students with respect to their environmental conditions. Aims Up to now, there has been neither approach in answering questions about group‐differences between students with high or low levels of scholastic well‐being nor in defining variables that are most different for these groups. The current study addresses this research gap by investigating differences in familial and scholastic aspects in two distinct groups of students (extreme high or low level of scholastic well‐being). Sample and Method Self‐report questionnaires from N = 852 fifth graders were evaluated using the multivariate analysis of variance (MANOVA) and a discriminant analysis. Results Results of the discriminant analysis show that attainment of academic educational track, good classroom‐management, positive social climate in class and high clarity of instruction, as well as low parental pressure on performance are characteristics that classify students with an extreme high level of scholastic well‐being. Therefore, those variables can be used to divide students into disjoint groups without having any information about their actual scholastic well‐being. Conclusion Firstly, it can be deduced from the findings that measures within the schools to promote scholastic well‐being should start with the improvement of instructional quality and social climate. Second, reduction of parental pressure on performance as well as the implementation of successful cooperation between families and schools is vital.

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“…Las estrategias de selección de situación y modificación de la situación del modelo de Gross (1998Gross ( , 2014 se han registrado también en observaciones de niños y niñas en áreas recreativas en el jardín de infantes sobre todo del tipo físico (Kurki et al, 2017). Somerville y Whitebread (2018), por su parte, documentaron en observaciones en el aula -en una escuela cuyas fami-lias eran de nivel socioeconómico bajo-el uso de estrategias de modificación de la situación en niños y niñas de escuela primaria, distinguiendo las que utilizaban medios sociales y la resolución de problemas por medios cognitivos.…”

Section: Estrategias De Regulación Emocional En La Niñezunclassified

“…La modulación de la respuesta comprende un grupo diverso de estrategias de regulación emocional. La expresión de emociones como estrategia regulatoria fue ampliamente registrada en niños y niñas de entre 5 y 10 años (Kurki et al, 2015;Somerville y Whitebread, 2018), como también el control de la emoción o supresión (Eisenberg et al, 2014;Kurki et al, 2015Kurki et al, , 2017Gross, 1998;Thomsen y Lessing, 2020;Whitebread et al, 2009). Además, en distintos estudios en observaciones de niños y niñas en jardín de infantes y en el aula en escuela primaria, se ha descripto la estrategia de regulación emocional de comunicación que utilizan los niños y las niñas tempranamente por medio de la explicitación de sus intenciones, opiniones y emociones, para enfrentar situaciones desafiantes (Kurki et al, 2015(Kurki et al, , 2017.…”

Section: Estrategias De Regulación Emocional En La Niñezunclassified

Estrategias de regulación emocional de niños/as en el aprendizaje de la escritura en situación de clase y de entrevista

Meroño

Ventura

2022

Interdisciplinaria. Revista De Psicología Y Ciencias Afines

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Emotion regulation and well‐being in primary classrooms situated in low‐socioeconomic communities

Abstract: 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.

Cited by 13 publications

References 47 publications

Physiological responses to a school task: The role of student–teacher relationships and students’ emotional appraisal

Physiological responses to a school task: The role of student–teacher relationships and students’ emotional appraisal

Differences in students’ scholastic well‐being induced by familial and scholastic context

Estrategias de regulación emocional de niños/as en el aprendizaje de la escritura en situación de clase y de entrevista

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