PSY 336
Cheyenne Henry-50068417
Article Title: Emotional expressivity and emotion regulation: Relation to academic functioning among elementary school children.
Journal Name: School Psychology Quarterly, Vol 32(1)
Publication Date: March 2017
Link: http://search.ebscohost.com.gate.lib.buffalo.edu/login.aspx?direct=true&db=pdh&AN=2016-29689-001&site=ehost-live&scope=site
Hypotheses: Emotional expressivity and emotion regulation are related to different aspects of academic functioning.
Participants:
A total of 417 fourth through sixth graders participated in this study. The average age was 10 years old and 52% of participants were female. 60% were African American, 26% were Caucasian, and 14% were other (Hispanic, Asian, and Native American).
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Children who were perceived by their peers as displaying higher level of happiness reported higher levels of academic motivation. These children were also rated by teachers as showing higher levels of emotion regulation. Thus, they rated higher in academic engagement and performed higher on standardized tests. In contrast, expression of anger was negatively related to academic engagement and achievement. Children who were perceived by their peers as displaying higher levels of anger reported lower levels of academic motivation. These children were also rated by teachers as showing lower levels of emotion regulation. Thus, they rated lower in academic engagement and performed lower on standardized tests. Sadness was not related to any aspect of academic …show more content…
This was done using a peer nomination procedure. I had to nominate up to three of my classmates who fit the description of each of the three emotions. Then, I had to self- report my level of academic motivation. Using a 5-point scale, I had to rate my own academic efficiency and enjoyment. Some of the questions included: “How good at schoolwork are you?” and “How much do you like doing schoolwork?” Finally, it was my teacher’s turn to answer some questions. My teacher had to fill out a teacher report to measure my emotion regulation. Using a 5-point rating scale, emotion regulation was measured in the areas of anger, happiness, and sadness. For example, my teacher rated my ability to regulate anger based on how easily I calm down when helped by others when angry. My teacher was also asked to assess my academic engagement in the classroom. Using a 4-point scale, my teacher rated my efforts and involvement toward academic tasks. My school provided my achievement data in reading and math based on standardized tests used in my school
The ability to express and control our own emotions is vital for our survival in society and the work place but so is our ability to understand, interpret, and respond to the emotions of others. Salovey and Mayer proposed a model that identified four different factors of emotional intelligence (Cherry, 2015).
Consider the second criteria of emotionality. Emotionality is one’s ability to feel and be affected by emotion. While all average individua...
These subjects were tested on the negative affects of their children as well as the presence of any depressive or anxious symptoms and stressors. Through a two-part series of questionnaires parents were asked about their children and their observable behaviors using a five point Likert scale rating. The purpose of this study based on the findings as described in the article abstract is to test the relationship between temperament and stressors as a predictor of youth depressive and anxious symptoms over a 3-month period (Gulley, Hankin & Young, 2016). Although many factors contribute to the onset of depressive and anxious symptoms in early to late adolescence, temperament is often times attributed with directly determining how we externalize and internalize our day to day problems; temperament refers to individual differences in affective reactivity and self-regulation (Rothbart & Rueda, 2005). As described in the article, negative affectivity is directly correlated to internalized disorders due to its link to depressive and anxious tendencies. Temperament like we saw in “Understanding the Anxious Mind” is associated with high-reactivity in individuals who were found to possess
Mayer, J.D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3-31). New York: Basic Books.
According to this theory, external forces can influence the development of emotions. A child can mature a lot quicker when they are placed in an environmen...
Emotional development is however a unique skill base that requires young children to learn to regulate their emotions, feel good about themselves, take risks and develop resilience. Emotional development progresses when the bond of attachment with one or more significant adult is in place. Once this is established, children will gain skills necessary to control fear ,anxiety, excitement, anger and even shyness. A child's temperament does play a part in their emotional development and can affect how confident they feel, how trusting they are of others and what risks they are prepared to take.
Throughout childhood and our adolescent years, we learn to control our emotions, eventually gaining an understanding of how and when it is appropriate to express or suppress those emotions. This technique is referred to as emotional regulation or effortful control and is considered a lifelong endeavor, with early childhood being a crucial time for development (Berger. 2014, p.210) According to Berger, by age 6 signs of emotional regulation are evident with most children being able to become upset or angry without emotional outburst or proud without being narcissistic (Gross,2014; Lewis,2013). Emotional control and delayed gratification are developed using motivation either intrinsic (the joy felt within after achieving something) or extrinsic (the gratification felt after receiving praise or acknowledgment from outside sources) (Berger. 2014, p.214). Unlike intrinsic motivation, because extrinsic motivation requires outside reinforcements to be achieved, once the extrinsic reward stops, so does the behavior; unless it becomes habitual due to intrinsic gratification (Berger,2014, p.214).
The scope of emotional intelligence includes the verbal and nonverbal appraisal and expression of emotion, the regulation of emotion in the self and others, and the utilization of emotional content in problem solving. (pp. 433)
For the purposes of this study, student engagement includes behavioral and emotional components. Behavioral engagement is defined as effort and perseverance, and refers to behaviors at school such as positive conduct,
Emotional self-regulation refers to the strategies used to adjust emotions to a contented level so goals can be accomplished. This requires voluntary, effortless management of emotions (Berk, 2007). Promoting young children’s social-emotional development is essential for three interconnected reasons: Positive social-emotional development provides a base for life-long learning; Social skills and emotional self-regulation are integrally related to later academic success in school, and prevention of future social and behavioral difficulties is more effective than later remediation (U.S. Department of Health and Human Services). Research on early childhood has highlighted the strength of the first five years of a child’s life in their social-emotional development. Negative early experiences can damage children’s mental health and affect cognitive, behavioral, and social-emotional development (Cooper, Masi, & Vick, 2009)....
School is an environment where children are intended to learn many interpersonal skills. Through emotional learning they develop self awareness, more specifically identifying and recognising emotions, strengths, needs and values, self-efficacy and spirituality. Students develop self management by controlling and managing stress, self motivating and developing organisational skills. They are also able to make decisions b...
Some experts believe that our Emotional Intelligence Quotient is more important that are basic Intelligence Quotient. Some researchers believe that individuals are born with their attributes of Emotional Intelligence, yet others believe Emotional Intelligence can be learned and strengthened. Since 1990, Peter Salovey and John D. Mayer have led research efforts on the theory of Emotional Intelligence. In their article titled “The Intelligence of Emotional Intelligence,” they claim that Emotional Intelligence is “the subset of social intelligence that involves the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and use this information to guide one’s thinking and actions.” This definition has led Salovey and Mayer to propose a model identifying four different factors of Emotional Intelligence within an individual.
Emotion has a major role that it plays in the learning environment (Cleveland-Innes & Campbell, 2012). Educational psychologists believe the motivation, achievements, and the overall educational performance has a direct correlation to the human emotion (Cleveland-Innes & Campbell, 2012). That statement alone reflects the significant role that emotion plays in education. There is a major need for human emotion to be displayed in the educational environment and it really does not matter whether it is a brick and mortar class or an online learning environment; emotion must and in fact does play a role.
assist in the development of emotions in early childhood (Berk & Meyers, 2016). These different
When reviewing emotional competence, the child’s emotional development relies in their relationship with their parents or caregiver. Based on the care and nurturing they receive through positive interactions with adults, children will learn to: express their feelings with words, understand emotions of themselves and others and, understand how to control negative emotions in situations. (Lewis, 2011). Emotional competence can be influenced by child factors including cognitive development, temperament, and approach/withdrawal emotions. A child’s emotions can affect the way they interact in social experiences. With some children having expressing their negative emotions around other children it can affect them when participating in social interactions. Adults may intervene and help a child develop a social skill or strategy in order to be successful when interacting with