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Publication Detailed Description
Journal Title
International Journal of Educational Research
Year (definitive publication)
2021
Language
English
Country
United Kingdom
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Abstract
Research has documented the role of emotions in learning and emotion regulation for student engagement (SE). However, knowledge regarding the predictive power of emotion regulation strategies (ERSs) on SE at different age-groups was lacking. Also, our study aimed to provide data on ERSs use based on age and gender since findings are mixed. This cross-sectional study included a representative sample (N = 1507) of Portuguese students between 10 and 25 years. The sample was divided into four age-groups (10-12, 13-15, 16-18, 19-25). Results indicated ERSs varied with age, with some having a linear developmental pattern (e.g., Putting into Perspective) and others a non-linear (e.g., Positive Reappraisal). SE was higher in females and the youngest and oldest age-groups. Higher SE was related to using more adaptive strategies, and the ERS Refocus on Planning best correlated with the higher SE scores for every age-group.
Acknowledgements
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Keywords
Adolescents,Emotion regulation,Gender,Student engagement,Youth
Fields of Science and Technology Classification
- Psychology - Social Sciences
Funding Records
| Funding Reference | Funding Entity |
|---|---|
| SFRH/BD/126304/2016 | Fundação para a Ciência e a Tecnologia |
Contributions to the Sustainable Development Goals of the United Nations
With the objective to increase the research activity directed towards the achievement of the United Nations 2030 Sustainable Development Goals, the possibility of associating scientific publications with the Sustainable Development Goals is now available in Ciência-IUL. These are the Sustainable Development Goals identified by the author(s) for this publication. For more detailed information on the Sustainable Development Goals, click here.
