Teacher support and math engagement: roles of academic self-efficacy and positive emotions

The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math class. The results indicated that teacher support exerted a direct and significant impact on the three aspects of math engagement. Both academic self-efficacy and enjoyment mediated the relations between teacher support and the three aspects of math engagement, whereas relief did not mediate such relations. Moreover, teacher support affected math engagement through multiple paths from academic self-efficacy to both enjoyment and relief. Relief displayed a smaller effect on the three aspects of math engagement than enjoyment did. However, we did not find substantial difference in the underlying mechanisms of different aspects of engagement. Limitations and educational implications were also discussed.     

Principals’ emotional support and teachers’ emotional reframing: The mediating role of principals’ supportive communication strategies

The purpose of this research is to achieve a deeper understanding of emotional support in principal–teacher relations. The study aims to shed light on the role of principals’ supportive communication strategies in providing emotional support to teachers, and on the proximal affective outcome of such support. The study used quantitative data obtained from 190 schoolteachers to explore the effect of principals’ emotional support on teachers’ emotional reframing through principals’ supportive communication strategies (empathic listening and empowering and normalizing messages). The analysis indicated an indirect effect of principals’ emotional support on teachers’ emotional reframing through principals’ supportive communication strategies. The results and their implications are discussed.     

Emotion regulation in mathematics homework: An empirical study

The author examined 2 distinctive aspects of emotion regulation in mathematics homework, including emotion management and cognitive reappraisal. Participants were 1,799 high school students from 46 classes in China. Two multilevel models were run, 1 with emotion management and another with cognitive reappraisal as the dependent variable. Both emotion management and cognitive reappraisal were positively associated with 5 individual-level variables (monitoring motivation, managing time, learning-oriented reasons, self-concept, and teacher feedback) and 1 class-level variable (self-concept). In addition, at the individual level, emotion management was associated negatively with adult-oriented reasons but positively with arranging the environment and prior mathematics achievement. Meanwhile, cognitive reappraisal was positively associated with parent education at the class level.     

The development of achievement emotions and coping/emotion regulation from primary to secondary school

This study reports on the development of achievement emotions and coping/emotion regulation in primary to secondary school-aged children and adolescents. Based on two longitudinal cohorts (Grades 2–5; Grades 4–7), latent growth models were used to analyze the development of achievement emotions and coping strategies separately as well as simultaneously. The results show that enjoyment decreases across grades, whereas boredom increases, with substantial changes between Grade 5 and Grade 7. Consistently, the development of enjoyment is positively associated with the development of problem-focused coping and palliative emotion regulation, whereas the development of boredom is positively associated with the development of avoidant coping and anger-related emotion regulation. Moreover, the relation between problem-focused coping and boredom, as well as between avoidant coping and enjoyment, depends on the age group. The results are discussed regarding the organization of learning environments in classes to prevent unfavorable developmental patterns of achievement emotions.     

Using emotion regulation to cope with challenges: a study of Chinese students in the United Kingdom

There is increasing research on the challenges that Chinese students experience during their time studying abroad, but limited studies have explored how they self-regulate their emotions to address these challenges. This paper identifies key stressors experienced by Chinese postgraduate students during their study in academic institutions in the United Kingdom as well as the emotion regulation strategies that they employed. Understanding the emotional experiences will provide important insights into Chinese students’ learning behaviour and their choice of different emotion regulation strategies when interacting with peers and academic tutors. Emotion regulation strategies believed to improve individual student experiences and their interaction with tutors and peers are discussed.     

Peer relations and emotion regulation of children with emotional and behavioural difficulties with and without a developmental disorder

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer relationships of children aged 8–12 years (M = 9.86 years, SD = 1.49) with EBD (N = 33) and children with EBD plus a diagnosed developmental disorder (N = 28). Multivariate analysis of variance (MANOVA) with Bonferroni adjusted alpha levels revealed no significant main effect for emotion regulation according to EBD status. There was, however, a multivariate main effect for sex, with females presenting with higher levels of negative emotional intensity (e.g., frustration, anger, aggression) than males. A second MANOVA revealed no significant main effect for peer relationships according to EBD status and sex. Significant correlations revealed that the EBD-only group experienced greater adverse peer interactions than the EBD-plus-developmental disorder group. These findings are important for educators and researchers involved in the development and evaluation of prevention and intervention programms for children with EBD.     

Students' transition into higher education: The role of self-efficacy,regulation strategies,and academic achievements

Transition into higher education (HE) has received increased interest in recent years, since it represents a challenging period for students. The aim of this study was to further understand the associations between self-efficacy, academic achievements, and regulation in first-year university students during their transition into HE. The convenience sample consisted of 374 first-year university students (230 females, 61.5%), aged from 18 to 33 (M = 19.86, SD = 1.51) and recruited from an Italian university. Self-efficacy was assessed using the Motivated Strategies for Learning Questionnaire; regulation strategies were assessed with the Inventory of Learning Patterns of Students; and a self-reported grade point average was taken as an indicator of each student's academic performance. Result shows that students' self-efficacy was positively associated with self-regulation and negatively associated with a lack of regulation. Students with higher self-efficacy and self-regulation strategies had better academic performance. Female students performed better in academic activities and adopted more external regulation strategies. The findings represent an opportunity for university institutions to consider the interventions they provide to first-year students in order to facilitate the successful transition from secondary school; they also provide researchers with further knowledge about the effect of self-efficacy, and regulation strategies on students' adjustment to HE.     

Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety

Abstract

This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students’ mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students’ mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed.     

Social functioning among college students diagnosed with ADHD and the mediating role of emotion regulation

Despite the many studies that have documented the association between symptoms of ADHD and social difficulties in children and adolescents, few have examined this phenomenon in college students. In addition, the underlying factors contributing to such social difficulties are still poorly understood. We hypothesised that college students with symptoms of ADHD, namely inattention and hyperactivity/impulsivity, would continue to display social behavioural difficulties, and that emotion regulation would play a mediating role in that relationship. Ninety-nine 17–24-year-old college students filled out three questionnaires to assess Inattentive and Hyperactivity/Impulsivity Symptoms, Social Skills, and Emotion Regulation abilities. Analysis revealed that emotion regulation is a significant mediator between Inattentive Symptoms and Social Skills for female students. There was no significant correlation between ADHD symptoms and Social Skills for males. Female college students report social functioning difficulties associated with their inattentive and hyperactive symptoms, and impaired emotion regulation abilities mediate this relationship for inattentive symptoms only.     

The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self-efficacy

A bulk of research has shown strong relationships between metacognition, creative thinking, autonomy support, and self-efficacy among teachers. However, we could not find research with a large sample of teachers exploring the mediating effects of creative thinking and metacognition on the relationship between autonomy support and self-efficacy. A need for a novel structural equation model (Covariance-based) underlying psychological rationality of said relationships was deemed actual. To that end, firstly the effects of teachers' autonomy support (opportunity and decision-making) on teachers' creative thinking, metacognition, and self-efficacy were tested. Then, the mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self-efficacy were explored. A simple random-sampling method was utilized to gather 787 teachers' data. The results revealed that decision-making and autonomy opportunity predicted creative thinking, metacognition, and self-efficacy positively and meaningfully. Subsequently, creative thinking as well as metacognition had mediating effects on the effects of autonomy opportunity and decision-making on self-efficacy. In closing, for boosting teachers' skills in autonomy support and self-efficacy, attention should be given to fostering their creative thinking as well as metacognition. The study provides implications and suggestions for research on school psychology and improvement.     

Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes

The experience of pleasant and unpleasant emotions in academic situations is known to affect students’ learning. The aim of the present study was to extend previous research by examining the antecedents and consequences of student emotions in the homework context. Multilevel analyses of a longitudinal dataset containing 3483 grade 9 and grade 10 students in 155 classes showed that the perceived quality of the homework tasks assigned by the teacher affected students’ experience of unpleasant homework-related emotions. Moreover, the experience of unpleasant emotions during homework sessions was negatively related to homework effort and negatively predicted later achievement in mathematics.     

Trait procrastination,self-efficacy and achievement goals: the mediation role of boredom coping strategies

Limited research has examined the mediational role of coping strategy in students’ motivation and procrastination. In this study, we examined the relationships among self-efficacy, achievement goals, boredom coping strategies and procrastination with 506 Chinese college students. Data were collected via questionnaires. Structural equation modelling results showed that both self-efficacy and approach goals significantly predicted approach-oriented coping strategies, and avoidance goals significantly predicted avoidance-oriented coping strategies. Among the different types of boredom coping strategies, only behavioural avoidance coping strategy significantly predicted procrastination. Hence, the mediating link was only found between avoidance goals, behavioural avoidance coping strategy and procrastination. Implications of the mediating role of behavioural avoidance coping strategy in the goal-procrastination relationship were further discussed.     

Childhood maltreatment,cognitive emotion regulation strategies,and alcohol craving and dependence in alcohol-dependent males: Direct and indirect pathways

ObjectivesChildhood maltreatment (CM) and cognitive emotion regulation strategies (CERSs) may be important in alcohol craving and dependence in alcohol-dependent individuals. The aim of this study was to evaluate direct effects of CM on the subscales of alcohol craving and alcohol dependence and its indirect effects via CERSs in individuals with a diagnosis of alcohol dependence.MethodsIn a cross-sectional design, 329 alcohol-dependent males completed the Childhood Trauma Questionnaire-Short Form (CTQ-SF), the Cognitive Emotion Regulation Questionnaire-Short version (CERQ-Short), the Alcohol Dependence Scale (ADS), the Obsessive Compulsive Drinking Scale (OCDS), and the Beck Depression Inventory-II (BDI-II).ResultsParticipants with alcohol dependence had early age of onset of alcohol use (mean = 20.78 years), relatively long duration of alcohol use (mean = 11.14 years), and low education (mean = 9.55 years). Indirect effects were observed from CM to the subscales of alcohol craving and dependence only through maladaptive CERSs after adjusting for demographic and clinical factors. No direct effect was observed through CM on the subscales of alcohol craving and dependence.ConclusionsAlthough drawing causal conclusions from the current research is impossible, the findings suggest that maladaptive CERSs may be a possible mechanism relating CM to alcohol craving and dependence in treatment-seeking alcohol-dependent individuals, while adaptive CERSs may be less important regarding this relation. However, the findings of the current study need longitudinal research.     

汉语情感概念化与人体词

本文以汉语中含人体词的固定情感表达为研究对象,从认知语义角度分析身体与情感的关系,以便进一步了解情感概念化所包含的体验性和文化性。研究表明,外在人体词在表达情感时最初大都是转喻,但这些表达一旦固定后也可用作隐喻;内在人体词在表达情感时与虚构的身体意象有关,而这些意象主要采用隐喻化形式;＂心＂是固定情感表达中使用频率最高的人体词。本文认为人体词在表达情感时是基于身体经验,所以势必受到文化模式的影响。     

The development and validation of the emotion labor in families scale: Associations with emotion regulation,feeling caught,and relational satisfaction in parent-child relationships

In this study, we developed and validated a new inventory that assesses emotion labor in parent-child relationships. Participants included 230 young adults who reported on the frequency with which they engaged in emotion labor with both parents. Results produced a 24-item inventory that assesses young adults’ surface acting, deep acting, and emotional effort when having conversations with their mother and father, labeled the Emotion Labor in Families (ELF) scale. Tests of concurrent and discriminant validity supported the construct validity of the ELF scale, although the dimension of emotional effort was largely unassociated with the validity measures included in this report.     

Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process

Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an ‘Adaptive Instrument for Regulation of Emotions’ aimed at accessing students’ experiences of individual and socially shared regulation of emotions in a socially challenging learning situation. The instrument, grounded in self-regulated and socially regulated learning theory, comprises four interrelated components: the socio-emotional challenges experienced in a collaborative learning situation; individual and group-level attempts to regulate the immediate emotions evoked by the challenges; the personal goals; and goal attainment pursued in that situation. The theoretical foundation of the instrument and its components are outlined and some reliability issues illustrated. The limitations but also educational potential of the instrument to understand regulation of emotions in socially challenging learning situations are discussed.     

Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation?

ABSTRACT

By implementing student-centred learning environments, higher education institutions aim to foster student self-efficacy and self-regulation. Previous research that focuses on how students perceive these learning environments usually does not take the differential impact of students’ study motivation into account. However, the type of motivation might influence how students perceive their learning environment. To this end, this study investigates the relationship between students’ perceived autonomy support in student-centred learning environments and self-regulation and self-efficacy by taking study motivation into account. The results indicate that autonomy-supportive teacher behaviour enhances self-efficacy for students who are autonomously motivated. Amotivated students might need other than autonomy-supportive teacher behaviour to develop self-efficacy. Self-regulation seems to play a less distinct role. Overall, when examining the effects of autonomy-supportive teaching in higher education, the quality and quantity of students’ motivation has a role to play, an aspect which is important to consider in future research and practice.     

Adaptive emotion regulation,academic performance and internalising problems in Flemish children with special educational needs: a pilot study

School readiness of children with special educational needs (SEN) is still understudied. The present study examined how the presumed bidirectional relationship between impaired academic performance (AP) and internalising problems (IP) could be favourably influenced. In this regard, it was assumed that children’s adaptive emotion regulation plays a crucial role, as it was shown to be independently related to improved AP and fewer IP. However, to gain stronger evidence for this assumption, it should be further clarified whether adaptive emotion regulation, AP and IP are also jointly associated and, if so, how this is reflected in children with SEN. To explore these issues, two different models were tested in a cross-sectional pilot including 61 Flemish elementary school children with SEN (39 boys and 22 girls, mean age = 10.0 years old). Teachers reported on adaptive emotion regulation, AP and IP. The results indicated that AP partially mediated the relationship between adaptive emotion regulation and IP (Model 1), while IP fully mediated the relationship between adaptive emotion regulation and AP (Model 2). Practical implications, strengths and limitations were discussed.