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Emotion regulation in the classroom: A network approach to model relations among emotion regulation difficulties, engagement to learn, and relationships with peers and teachers
De Neve,D. Bronstein,B.V. Leroy,A. Truyts,A. Everaert,J.
De Neve,D.
Bronstein,B.V.
Leroy,A.
Truyts,A.
Everaert,J.
Abstract
Emotion regulation is theorized to shape students’ engagement in learning activities, but the specific pathways via which this occurs remain unclear. This study examined how emotion regulation mechanisms are related to behavioral and emotional engagement as well as relations with peers and teachers. The sample included 136 secondary school students (59,7% girls; Mage = 14.93, SDage = 1.02, range: 13–18 years). Psychometric network models revealed that difficulties in emotional awareness, emotional clarity, and access to emotion regulation strategies were differentially related to behavioral and emotional engagement, establishing an indirect link with teacher and/or peer relations. Nonacceptance of emotional responses, emotional awareness, and impulse control difficulties were uniquely related to teacher and/or peer relations, establishing an indirect link with student engagement. Causal discovery analysis suggested that student emotional engagement is an empirically-plausible direct cause of increased access to emotion regulation strategies. These findings uncover potential pathways through which emotion regulation hampers or facilitates learning at school, providing information useful for the design of school curricula and teacher training programs.
Description
This work was supported by a practice-oriented scientific research grant from Karel de Grote University of Applied Sciences and Arts awarded to D.D.N., A.L., and A.T., and a research fellowship from the Research Foundation—Flanders (1202119 N) awarded to J.E.
Date
2023
Journal Title
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Publisher
Research Projects
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Keywords
ADOLESCENCE, Adolescence, CHILDHOOD, Emotion regulation, METAANALYSIS, Peer relations, SCHOOL ENGAGEMENT, STUDENT ENGAGEMENT, Student engagement, Teacher support, SDG 4 - Quality Education
Citation
De Neve, D, Bronstein, B V, Leroy, A, Truyts, A & Everaert, J 2023, 'Emotion regulation in the classroom : A network approach to model relations among emotion regulation difficulties, engagement to learn, and relationships with peers and teachers', Journal of Youth and Adolescence, vol. 52, no. 2, pp. 273–286. https://doi.org/10.1007/s10964-022-01678-2