Emotion regulation in primary school children: A systematic review

Schlesier, Juliane; Roden, Ingo; Moschner, Barbara

doi:10.1016/j.childyouth.2019.02.044

Cited by 41 publications

(39 citation statements)

References 46 publications

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“…Still, the ACG showed a tendency of less awareness of emotions and more reacting to emotion compared to TG, suggesting that the increase in non-reactivity was not large enough to override other responses to emotions. The pattern of less awareness of emotions and more reacting in ACG after SEL training was continuous up to 6-month follow up whilst emotional nonreactivity showed a decrease trend, suggesting (in line with previous research) that the change to more non-reactivity after SEL training in ACG was not stable (Schlesier et al, 2019).…”

Section: Discussionsupporting

confidence: 89%

The effects of mindfulness training on emotion regulation in Vietnamese pre-adolescents: A SenseMaker study

Nguyen¹,

Dorjee²

2021

Preprint

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This 3-arm randomised controlled study with training (TG), active (ACG) and passive (NIG) control groups examined the impact of an 18-week mindfulness curriculum delivered by schoolteachers on emotion regulation and well-being in Vietnamese pre-adolescents (7-11-year-olds). SenseMaker was employed as a new measure of mindfulness and emotion regulation, along with self-reports. The training was highly acceptable to pupils. No changes were detected in self-reports. In SenseMaker assessments, the TG showed increased awareness of emotions and decreased reactivity after the mindfulness training compared to ACG that received Social Emotional Learning training (no difference between TG and NIG was found). At 6-month follow-up, emotional non-reactivity and emotional expression increased in TG, but so did ignoring of emotions (possibly associated with letting go of emotions) together with decreased awareness of emotions compared to NIG. School-based mindfulness training may support emotion regulation via decreased emotional reactivity and increased emotional expression in Eastern cultural context.

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Section: Discussionsupporting

confidence: 89%

The effects of mindfulness training on emotion regulation in Vietnamese pre-adolescents: A SenseMaker study

Nguyen¹,

Dorjee²

2021

Preprint

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“…This last mode involves volitional strategies, which include controlling incentives, increasing effort and motivation, shutting out negative emotions and controlling one's impulses (Corno, 2001;Kuhl et al, 2014). Self-regulation strategies have increasingly been addressed in recent years, particularly in relation to emotion regulation (Ben-Eliyahu, 2019;Schlesier et al, 2019). Nonetheless, the particular use of these strategies has not been taken into sufficient consideration in studies of self-regulation, and even less so in teaching interventions to promote SRL (Donker et al, 2014;Schukajlow et al, 2017;Siddiqui & Ventista, 2018;Tzohar-Rozen & Kramarski, 2018).…”

Section: Teaching Srl In a School Settingmentioning

confidence: 99%

Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students

Seferian

Mels

Martínez

2021

REDIE

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Teaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for low-achieving students. This quasi-experimental study evaluates the effect of teaching different self-regulation strategies on mathematical problem solving in low-achieving students. The participants were 69 sixth-grade elementary school students randomly assigned to one of three experimental groups (and taught predominantly cognitive, metacognitive or volitional strategies, while verifying intervention fidelity) or a control group for 16 sessions. Mathematical problem-solving skills were evaluated prior to the intervention, upon completion, and two months later. While all three intervention groups obtained significantly better results compared to the control group immediately after the intervention, volitional and metacognitive strategies showed the strongest and most lasting positive effects. We conclude that low-achieving students could benefit from learning self-regulation strategies, particularly when these strategies take into account the affective and motivational dynamics of learning.

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“…CASEL (2015) recognizes packaged curriculum typically involves one or a combination of four common instructional approaches: integrate teaching emotion regulation into the current learning environment; infuse emotion regulation content into the general curriculum; shifts in policies and organizational structures to support student emotion regulation development; explicitly teaching emotion regulation as specific lessons. It is interesting to note that the actual implementation of school intervention programs and corresponding shifts in students' emotion regulation are rarely studied and reported (Schlesier et al, 2019). Thus, according to Schlesier et al (2019) there are package curricula for teaching social emotional learning which tend to be evidence-based, but there is a lack of empirical evidence associated with how teachers are teaching the content.…”

Section: Approaches For Teaching Emotion Regulationmentioning

confidence: 99%

“…It is interesting to note that the actual implementation of school intervention programs and corresponding shifts in students' emotion regulation are rarely studied and reported (Schlesier et al, 2019). Thus, according to Schlesier et al (2019) there are package curricula for teaching social emotional learning which tend to be evidence-based, but there is a lack of empirical evidence associated with how teachers are teaching the content. Harley and colleagues (2019) propose a model of emotion regulation based on a reappraisal of situations.…”

Section: Approaches For Teaching Emotion Regulationmentioning

confidence: 99%

Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum

Nadelson¹,

Soto²,

Smith³

et al. 2021

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Students can gain a range of skills and knowledge from interactions in schools, including emotional competencies such as regulation of emotions. Teachers are positioned to support students’ development of emotion regulation in the social context of school. We sought to determine K-12 teachers’ sense of responsibility, preparation, engagement, comfort, and approach to teaching students emotion regulation. The quantitative and qualitative data we gathered from 155 general K-12 classroom teachers revealed a sense of responsibility, low preparation, varied engagement, and low to moderate comfort. We found differences by grade levels, school location, and teacher education level. There was moderate alignment between how the teachers regulate their emotions and the emotion regulation processes they teach their students. We share implications for school psychologists and suggest multiple directions for future research.

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Emotion regulation in primary school children: A systematic review

Cited by 41 publications

References 46 publications

The effects of mindfulness training on emotion regulation in Vietnamese pre-adolescents: A SenseMaker study

The effects of mindfulness training on emotion regulation in Vietnamese pre-adolescents: A SenseMaker study

Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students

Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum

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