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Sharabi Y, Roth G. Emotion regulation styles and the tendency to learn from academic failures. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38877349 DOI: 10.1111/bjep.12696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 03/19/2024] [Accepted: 05/24/2024] [Indexed: 06/16/2024]
Abstract
BACKGROUND Research on learners' reactions to failure finds negative emotions may present an obstacle for learning; a painful experience of failure may result in disengagement and avoidance. However, research on styles of emotion regulation and learning from failure is scarce. Self-determination theory's (SDT) conception of adaptive and maladaptive emotion regulation differentiates among three styles of regulation: integrative emotion regulation (IER), suppressive emotion regulation (SER) and amotivated emotion regulation. AIMS Two studies were conducted, one cross-sectional and one longitudinal, to test the associations between IER and learning from failure among adolescents. SAMPLE Study 1 comprised 184 adolescents (mean age = 16.55; SD = 1.2). Study 2 comprised 565 adolescents (8-12 graders). The main analysis was based on 192 adolescents' perceptions of failing math grades. METHOD Study 1 surveyed adolescents on their emotion regulation styles, adaptive and maladaptive coping practices when dealing with failure and tendency to learn from failure. Study 2 was longitudinal and focused on failure in math. We approached participants twice, before and after the math test. CONCLUSIONS In both studies, IER was related to adaptive coping practices and the tendency to learn from failure. In Study 2, adaptive coping practices mediated relations between IER and learning from failure in math and learning from failure mediated relations between IER and future engagement. These findings suggest that styles of emotion regulation play an important role in learning from failure.
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Affiliation(s)
- Yonatan Sharabi
- School of Education, Ben Gurion University of the Negev, Beer Sheva, Israel
| | - Guy Roth
- School of Education, Ben Gurion University of the Negev, Beer Sheva, Israel
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Hubbard JA, Moore CC, Zajac L, Marano E, Bookhout MK, Dozier M. The Importance of Both Individual Differences and Dyadic Processes in Children's Emotion Expression. APPLIED DEVELOPMENTAL SCIENCE 2023; 28:193-206. [PMID: 38645672 PMCID: PMC11029069 DOI: 10.1080/10888691.2022.2163247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Although children display strong individual differences in emotion expression, they also engage in emotional synchrony or reciprocity with interaction partners. To understand this paradox between trait-like and dyadic influences, the goal of the current study was to investigate children's emotion expression using a Social Relations Model (SRM) approach. Playgroups consisting typically of four same-sex unfamiliar nine-year-old children (N = 202) interacted in a round-robin format (6 dyads per group). Each dyad completed two 5-minute tasks, a challenging frustration task and a cooperative planning task. Observers coded children's emotions during the tasks (happy, sad, angry, anxious, neutral) on a second-by-second basis. SRM analyses provided substantial evidence of both the trait-like nature of children's emotion expression (through significant effects for actor variance, multivariate actor-actor correlations, and multivariate intrapersonal correlations) and the dyadic nature of their emotion expression (through significant effects for partner variance, relationship variance, dyadic reciprocity correlations, and multivariate interpersonal correlations).
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Wei Y, Wang L, Zhou Q, Tan L, Xiao Y. Reciprocal effects between young children's negative emotions and mothers' mental health during the COVID-19 pandemic. FAMILY RELATIONS 2022; 71:FARE12702. [PMID: 35942048 PMCID: PMC9348407 DOI: 10.1111/fare.12702] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 11/13/2021] [Accepted: 01/16/2022] [Indexed: 06/15/2023]
Abstract
Objective To investigate the relations between young children's negative emotions and their mothers' mental health during the COVID-19 pandemic. Background The COVID-19 pandemic caused the public a certain degree of psychological symptoms, and family environments and relations have been changed dramatically as a result. The relations between young children's negative emotions and their mothers' mental health have not been sufficiently determined for the context of a pandemic or other large-scale crises. Method A survey was administrated on 8119 Chinese mothers of 3- to 6-year-old children with the Symptom Checklist 90 and the Child Negative Emotion Questionnaire. Results The canonical correlation results indicated that there were covariation trends between young children's anger and their mother's obsessive-compulsive symptoms and hostility, children's fear and mothers' phobic anxiety, and children's tension and mothers' interpersonal sensitivity and depression. These correlations were all positively significant. Conclusion During the COVID-19 pandemic, the predictive power of young children's negative emotions to their mothers' mental health was greater than that of the reverse. Implications This study provides a scientific guidance on the regulation of young children's negative emotions and the improvement of mothers' mental health during the pandemic as well as potential emergencies in the future.
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Affiliation(s)
- Yonggang Wei
- Chongqing Early Childhood Education Quality Monitoring and Evaluation Research CenterChongqing Normal UniversityChongqingChina
| | - Lu Wang
- The Yubei KindergartenYubei District, ChongqingChina
| | - Qiao Zhou
- Chongqing Early Childhood Education Quality Monitoring and Evaluation Research CenterChongqing Normal UniversityChongqingChina
| | - Li Tan
- Chengdu Third KindergartenChengduSichuanChina
| | - Yao Xiao
- Chongqing Early Childhood Education Quality Monitoring and Evaluation Research CenterChongqing Normal UniversityChongqingChina
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Davidov M, Bar‐Tuvia SM, Polacheck‐Benishti N, Grusec JE. Two forms of mother–child reciprocity and their links to children's cooperativeness. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12558] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Maayan Davidov
- School of Social Work and Social Welfare The Hebrew University of Jerusalem Jerusalem Israel
| | | | | | - Joan E. Grusec
- Department of Psychology The University of Toronto Toronto Canada
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Nasvytienė D, Lazdauskas T. Temperament and Academic Achievement in Children: A Meta-Analysis. Eur J Investig Health Psychol Educ 2021; 11:736-757. [PMID: 34563066 PMCID: PMC8314362 DOI: 10.3390/ejihpe11030053] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Revised: 07/07/2021] [Accepted: 07/08/2021] [Indexed: 11/16/2022] Open
Abstract
This study aimed to systematize the diverse and rather controversial findings of empirical research on the relationship between the temperament and academic achievement of school children, as well as to determine the average effect size between these variables. We included 57 original studies of published and unpublished research conducted in 12 countries between 1985 and 2019, with cumulative sample size of 79,913 (varying from 6333 to 14,126 for links between particular temperament dimensions and specific domains of achievement). A random-effects and mixed-effects model was fitted to the data for the central tendency of the temperament-achievement relation and for analyzing moderators, respectively. The high heterogeneity of studies was tackled by selected specific moderators, namely, education level, transition status, family's socio-economic level, and sources of report on achievement and temperament. The main findings of this meta-analysis affirmed the positive association of effortful control (EC) and inverse relationship of negative affectivity (NA) with a child's academic performance, together with no apparent trend of surgency (SU) in this relationship; additionally, the sources of report significantly moderated the link between temperament and academic achievement.
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Affiliation(s)
- Dalia Nasvytienė
- Institute of Psychology, Faculty of Philosophy, Vilnius University, 3 Universiteto Str., LT-01513 Vilnius, Lithuania;
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Wang Y, Liu W, Wang W, Lin S, Lin D, Wang H. Left-behind children's social adjustment and relationship with parental coping with children's negative emotions during the COVID-19 pandemic in China. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2021; 56:512-521. [PMID: 33739446 PMCID: PMC8251002 DOI: 10.1002/ijop.12754] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 02/25/2021] [Indexed: 01/09/2023]
Abstract
Using data collected from two provinces in China through an online survey, the current study aimed to investigate left‐behind children's emotional and academic adjustment during the COVID‐19 pandemic in China. The participants included 1780 left‐behind (960 boys) and 1500 non‐left‐behind (811 boys) children in elementary and junior high school with a mean age of 11.23. Self‐reported questionnaires concerning children's depression, loneliness, anxiety, and academic adjustment, and parents' coping with children's negative emotions were completed. The results suggested that compared with non‐left‐behind children, left‐behind children's depression and anxiety symptoms were more severe and their academic adjustment was poorer. However, left‐behind children had lower levels of loneliness than non‐left‐behind children. Additionally, supportive coping types, especially emotion‐focused and problem‐focused reactions, were significantly negatively correlated with children's depression and anxiety. Unsupportive coping types, especially distress and punitive reactions, were significantly positively correlated with children's depression and anxiety symptoms. Moreover, the relationships between punitive reactions and depression, ignoring and loneliness and problem‐focused reactions and academic adjustment were significantly stronger in left‐behind children. Hence, during the pandemic, left‐behind children were still at a disadvantage even with their parents' company. However, parents' coping style towards left‐behind children's negative emotions played a significant role in their adjustment.
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Affiliation(s)
- Yining Wang
- College of Psychology, Liaoning Normal University, Dalian, China
| | - Wen Liu
- College of Psychology, Liaoning Normal University, Dalian, China
| | - Weiwei Wang
- College of Psychology, Liaoning Normal University, Dalian, China
| | - Shuang Lin
- College of Psychology, Liaoning Normal University, Dalian, China
| | - Danhua Lin
- School of Psychology, Beijing Normal University, Beijing, China
| | - Hongli Wang
- School of Educational Sciences, Xingyi Nationalities Normal College, Xingyi, China
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Pubertal development mediates the association between family environment and brain structure and function in childhood. Dev Psychopathol 2020; 32:687-702. [PMID: 31258099 PMCID: PMC7525116 DOI: 10.1017/s0954579419000580] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Psychosocial acceleration theory suggests that pubertal maturation is accelerated in response to adversity. In addition, suboptimal caregiving accelerates development of the amygdala–medial prefrontal cortex circuit. These findings may be related. Here, we assess whether associations between family environment and measures of the amygdala–medial prefrontal cortex circuit are mediated by pubertal development in more than 2000 9- and 10-year-old children from the Adolescent Brain Cognitive Development Study (http://dx.doi.org/10.15154/1412097). Using structural equation modeling, demographic, child-reported, and parent-reported data on family dynamics were compiled into a higher level family environment latent variable. Magnetic resonance imaging preprocessing and compilations were performed by the Adolescent Brain Cognitive Development Study's data analysis core. Anterior cingulate cortex (ACC) thickness, area, white matter fractional anisotropy, amygdala volume, and cingulo-opercular network–amygdala resting-state functional connectivity were assessed. For ACC cortical thickness and ACC fractional anisotropy, significant indirect effects indicated that a stressful family environment relates to more advanced pubertal stage and more mature brain structure. For cingulo-opercular network–amygdala functional connectivity, results indicated a trend in the expected direction. For ACC area, evidence for quadratic mediation by pubertal stage was found. Sex-stratified analyses suggest stronger results for girls. Despite small effect sizes, structural measures of circuits important for emotional behavior are associated with family environment and show initial evidence of accelerated pubertal development.
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Liew J, Erbeli F, Nyanamba JM, Li D. Pathways to Reading Competence: Emotional Self-regulation, Literacy Contexts, and Embodied Learning Processes. READING PSYCHOLOGY 2020. [DOI: 10.1080/02702711.2020.1783145] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Jeffrey Liew
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Florina Erbeli
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Juliet M. Nyanamba
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Danni Li
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
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Pallini S, Morelli M, Chirumbolo A, Baiocco R, Laghi F, Eisenberg N. Attachment and attention problems: A meta-analysis. Clin Psychol Rev 2019; 74:101772. [PMID: 31739122 DOI: 10.1016/j.cpr.2019.101772] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2018] [Revised: 08/19/2019] [Accepted: 08/20/2019] [Indexed: 10/25/2022]
Abstract
Attachment theorists have argued that securely attached children tend to exhibit flexible attention; the attention of children with resistant attachments is centered on attachment-related worries; children with avoidant attachments defensively focus attention away from attachment-related emotions/thoughts; and children with disorganized attachments exhibit the collapse of attention and disorientation. In this meta-analysis, a relation between attachment security status and attention problems (APs) in children (18 years and younger) was found. In total, 62 studies (67 samples) met the inclusion criteria. Children with insecure attachments were higher in APs than those with a secure attachment (r = 0.21); those with avoidant or resistant attachments were higher than securely attached children (rs = 0.10 and 0.21, respectively); children with disorganized attachments were higher than those with organized attachments (r = 0.27). Effects were larger when attachment and APs were measured concurrently/closer in time (for secure versus all; disorganized versus organized attachment); for representational versus observational measures of attachment, non-parental reports of APs, and attachment assessed at an older age (for disorganized versus organized attachment); for samples with proportionally fewer boys (secure versus resistant attachment); in recent studies (secure versus avoidant attachment); and when disorganized children were in a high-risk sample or resistant children were in a low-risk condition.
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Roos LE, Giuliano RJ, Beauchamp KG, Berkman ET, Knight EL, Fisher PA. Acute stress impairs children's sustained attention with increased vulnerability for children of mothers reporting higher parenting stress. Dev Psychobiol 2019; 62:532-543. [PMID: 31502680 DOI: 10.1002/dev.21915] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2018] [Revised: 07/10/2019] [Accepted: 07/12/2019] [Indexed: 11/10/2022]
Abstract
Despite evidence that acute stress impairs attention in adults, there has been minimal research in children. Here, the effects of acute stress on Go/No-go performance were examined in young children (M age = 5.41 years). Given the critical role of the parent-child relationship to children's self-regulatory development, the extent to which parenting stress predicts children's cognitive vulnerability to acute stress and autonomic reactivity was also investigated. A between-groups design (n = 58 stress, n = 26 control) was used with oversampling of the stressor-exposed children to examine individual differences. The Parenting Stress Index and subscales were employed as a measure of parenting stress. Acute stress impaired children's sustained attention, but not inhibitory control. Higher parenting stress was associated with vulnerability to attentional impairment. Parenting distress was also positively associated with sympathetic reactivity to acute stress, but neither sympathetic nor parasympathetic reactivity was associated with attentional impairment. A conceptual model of pathways through which repetitive acute stress may contribute to self-regulatory difficulties is presented, including the potential buffering role of caregivers.
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Affiliation(s)
- Leslie E Roos
- Department of Psychology, University of Oregon, Eugene, Oregon
| | - Ryan J Giuliano
- Department of Psychology, University of Oregon, Eugene, Oregon
| | | | | | - Erik L Knight
- Department of Psychology, University of Oregon, Eugene, Oregon
| | - Philip A Fisher
- Department of Psychology, University of Oregon, Eugene, Oregon
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Student–Teacher Relationships and Attention Problems in School-Aged Children: The Mediating Role of Emotion Regulation. SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-9286-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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