Relationship between self-evaluation of their emotions and subjective adaptation to school among junior high school students

Shimoda, Yoshiyuki; Ishizu, Kenichiro; Kashimura, Masami

doi:10.4992/jjpsy.84.576

Cited by 3 publications

(4 citation statements)

References 17 publications

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“…Also, girls with higher denial of anger were less likely to report psychological stress. Assuming that girls had internalized the cultural norm that women should limit expressing anger (Evers, Fischer, Rodriguez Mosquera, & Manstead, ), denial of anger possibly brings them social approval, since they behave as expected (Shimoda et al, ). Thus, due to cultural differences, suppression may be more functional for Japanese adolescent girls, even though most previous research on adults and university students strongly supports reappraisal as adaptive and suppression as maladaptive ER strategies.…”

Section: Adaptive and Maladaptive Er Strategiesmentioning

confidence: 99%

“…First, as for school adjustment, suppression may not be a detrimental ER strategy. According to Shimoda, Ishizu, and Kashimura (), suppression may be adaptive for Japanese middle school girls. In their study, denial of anger, defined as how much one wants to resist feeling angry, was associated with having a positive relationship with teachers and having positive cognitions about classroom climate; this was particularly true for girls.…”

Section: Adaptive and Maladaptive Er Strategiesmentioning

confidence: 99%

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Emotion Regulation and Middle School Adjustment in Japanese Girls: Mediation by Perceived Social Support

2020

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Prior research has stated that successful emotion regulation (ER) contributes to psychological health and favorable interpersonal relationships. However, few studies have explored adaptive ER strategies in a school setting. The present study targeted Japanese female adolescents and examined the relationship between two specific ER strategies (reappraisal and suppression) and school adjustment, with social support as a mediating variable. Two hundred and seventy Japanese middle school girls completed measures of ER, perceived social support, and subjective school adjustment. The results showed that school adjustment was highest among reappraisers, followed by a balanced group who used both strategies with equal frequency, then suppressors. In addition, reappraisal showed both direct and indirect effects on school adjustment, while suppression showed only a negative indirect effect on school adjustment. Our findings suggest that reappraisal is an effective strategy that promotes receiving social support and consequently enhances school adjustment. Suppression, on the other hand, has neither favorable nor harmful impacts on school adjustment, but may, in the long run, result in poorer adjustment by impairing social relationships among adolescent girls.

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Section: Adaptive and Maladaptive Er Strategiesmentioning

confidence: 99%

Section: Adaptive and Maladaptive Er Strategiesmentioning

confidence: 99%

Emotion Regulation and Middle School Adjustment in Japanese Girls: Mediation by Perceived Social Support

2020

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“…Existing research on the relationship between EI and conflict resolution has examined these relationships at the individual and group level. Hopkins and Yonker (2015) confirmed that there is evidence for a direct relationship between EI and effective conflict resolution; and many authors have found some relationship between a high level of EI and the ability to manage conflict effectively (Kumari, 2015;Shimoda et al,2014;Jordan & Troth,2004;Jordan & Troth,2002.). As scholars argue (Walton & Hiddbard,2017;Gardner et al,2011;Mavroveli et al,2009;Brouzos et al,2004) confirm the development of EI from childhood is an important and effective tool in the resolution of conflicts and therefore makes it possible to interact peacefully with others and to achieve goals.…”

Section: The Dynamics Between Emotional Intelligence and Conflict Res...mentioning

confidence: 99%

The influence of Emotional Intelligence in the choice of conflict resolution strategy

Shkëmbi,

Treska

2024

BJPR

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The purpose of this article is to examine the need for emotional intelligence (EI) in conflict resolution and workplace. Based on the review of emotional intelligence models, we aimed to comprehend the ability to resolve the effect of conflict and the process of regulation and processing of conflicts. Data were collected from a total of 280 university employees through Emotional Quotient Inventory (EQ-i 2.0) and Thomas-Kilmann Conflict Mode Instrument (TKI). The results showed that the categories most frequently used by the participants were 'Accommodation’, ‘Avoidance' and 'Compromise'. Women are among those who have used this kind of conflict resolution most. Additional results revealed significantly higher EI levels in females, a positive relationship between emotional intelligence and social intelligence, positive emotional intelligence in the Social Sciences department, and the significant impact of emotional intelligence on conflict resolution styles.The present article reported the impact of emotional intelligence on conflict resolution models, including the role of administrative staff in the Albanian context.

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“…It is possible that the numerous effects of physical education classes mentioned here are roughly similar to the factors influencing the perception of adjustment to school (Okubo, 2005), and that physical education may also have a positive influence on the sense of adjustment to university. That is, factors influencing the perceptions of adjustment towards school were reported to include relationship between friends, selfemotions, and physical fitness (Fukuoka, 2007;Honma et al, 2002;Honma et al, 2005;Minami et al, 2011;Nakamura and Matsuda, 2013;Okubo, 2005;Shimoda et al, 2014).…”

Section: Physical Education May Positively Affect Adjustment To University Lifementioning

confidence: 99%

Perceived Benefits of Physical Education in University Students and Their Effects on Adjustment to University Life*

Nishida

Hashimoto

Kiuchi

et al. 2019

Int. J. Sport Health Sci.

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Maladaptation to university life by undergraduates has often been reported in recent years. Therefore, improvements in the provision of support for student is urgently required. Previous studies have indicated that physical education (PE) classes might provide effective opportunities for improving students' adjustment to universities. The purposes of this study were to develop a scale for quantitatively evaluating perceived benefits of PE in university students and to verify its reliability and validity. Then, the effects of perceived benefits of PE on adjustment to university life were examined by using this scale. A questionnaire survey was conducted with university freshmen (n=2,412) that were enrolled in four-year universities and were taking PE classes. The survey questions consisted of items for developing the assessment scale, and a school adjustment scale. The "Perceived Benefits Scale of university First-Year PE classes (PBS-FYPE)" through exploratory factor analysis. The scale consisted of following sub-scales: "Acquisition of motor skills and training methods," "Understanding the importance of cooperative play and improvement in communication skills," "Stress coping and arousal of positive feelings," "Improvements in physical fitness and physical activities," and "Establishment of regular lifestyle habits." Subsequent analyses confirmed the adequate internal consistency and criterion-related validity of the scale, as well as its reliability and validity. Next, the effects of perceived benefits of PE on adjustment university life were examined by multiple group structural equation modeling taking part in individual and group sporting events. Results indicated "the sense of comfort" was relatively well explained in both groups by the value of the explanatory variables. Moreover, higher scores for "Understanding the importance of cooperative play and improvement in communication skills" were associated with a higher scores for "the sense of comfort". This effect was stronger in group, compared to individual activities. Finally, limits of this study and future issues including the investigation of factors related to the scale and the necessity for longitudinal research are discussed.

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Relationship between self-evaluation of their emotions and subjective adaptation to school among junior high school students

Cited by 3 publications

References 17 publications

Emotion Regulation and Middle School Adjustment in Japanese Girls: Mediation by Perceived Social Support

Emotion Regulation and Middle School Adjustment in Japanese Girls: Mediation by Perceived Social Support

The influence of Emotional Intelligence in the choice of conflict resolution strategy

Perceived Benefits of Physical Education in University Students and Their Effects on Adjustment to University Life*

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