Children’s emotion regulation, behavior regulation, and mathematics achievement: A longitudinal mediation model

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2023-10-30 DOI:10.1080/21683603.2023.2271410

Mirjam Weis, Roberto Andres Cardona, Gisela Trommsdorff

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Abstract

ABSTRACTThe present study investigated direct as well as indirect relations between children’s emotion regulation (anger- and avoidant-oriented strategies), behavior regulation, and mathematics achievement in a longitudinal study during the transition from primary to secondary school in Germany. Participants were 76 primary school students attending grade four at Time 1, of whom 51 participated again as secondary school students attending grade five at Time 2, as well as children’s mothers and teachers. Anger- and avoidant-oriented emotion regulation strategies at Time 1 were negatively associated to behavior regulation at Time 2. Behavior regulation at Time 2 was positively related to mathematics achievement at Time 2. There were no direct relations between emotion regulation (anger- and avoidant-oriented strategies) at Time 1 and mathematics achievement at Time 2. However, we found significant indirect negative effects between emotion regulation (anger- and avoidant-oriented strategies) at Time 1 and mathematics achievement at Time 2 via behavior regulation at Time 1. Thus, anger- and avoidant-oriented emotion regulation at Time 1 indirectly affected mathematics achievement negatively at Time 2 via behavior regulation at Time 2. This study confirms the complex structure of self-regulatory processes and underlines the importance of specific emotion regulation strategies for mathematics achievement.KEYWORDS: Behavior regulationemotion regulationlongitudinal mediation modelmathematics achievementprimary and secondary school Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the corresponding author, [MW], upon reasonable request.Additional informationFundingThe study was financed by a grant from the German Research Foundation [DFG GZ, TR 169/14-3] as part of the project “Developmental conditions of intentionality and its limits: Self-regulation in school-aged children” (PI: Gisela Trommsdorff).Notes on contributorsMirjam WeisMirjam Weis is a Postdoctoral Psychology Researcher and National Project Manager of PISA at the Technical University of Munich, Germany. Her research interests are in self-regulation and school achievement.Roberto Andres CardonaRoberto Andres Cardona completed his Master in Research on Teaching and Learning at the Technical University of Munich, Germany. He is now at the EAFIT University, Department of Languages, Colombia.Gisela TrommsdorffGisela Trommsdorff is Professor Emeritus of Developmental and Cross-Cultural Psychology at the University of Konstanz, Germany. She is an associate editor and advisory board member of numerous scientific journals.

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儿童情绪调节、行为调节与数学成绩:一个纵向中介模型

摘要本研究通过一项纵向研究，探讨了德国中小学儿童情绪调节(愤怒导向策略和回避导向策略)、行为调节与数学成绩之间的直接和间接关系。参与者是76名在时间1上四年级的小学生，其中51名在时间2上五年级的中学生，以及孩子的母亲和老师。时间1的愤怒导向和回避导向情绪调节策略与时间2的行为调节呈负相关。时间2的行为调节与时间2的数学成绩呈正相关。时间1的情绪调节(愤怒导向策略和回避导向策略)与时间2的数学成绩之间没有直接关系。然而，我们发现时间1的情绪调节(愤怒导向策略和回避导向策略)通过时间1的行为调节对时间2的数学成绩有显著的间接负向影响。因此，时间1的愤怒和回避导向情绪调节通过时间2的行为调节间接地对时间2的数学成绩产生负向影响。本研究证实了自我调节过程的复杂结构，并强调了特定情绪调节策略对数学成绩的重要性。关键词:行为调节;情绪调节;纵向中介模型;数学成绩;数据可用性声明支持本研究结果的数据可根据合理要求从通讯作者[MW]处获得。该研究由德国研究基金会[DFG GZ, TR 169/14-3]资助，作为“意向的发展条件及其限制:学龄儿童的自我调节”项目的一部分(PI: Gisela Trommsdorff)。miirjam Weis是德国慕尼黑工业大学的博士后心理学研究员和PISA国家项目经理。她的研究兴趣是自我调节和学业成绩。Roberto Andres Cardona在德国慕尼黑工业大学完成了教学与学习研究硕士学位。现就职于哥伦比亚EAFIT大学语言系。Gisela Trommsdorff是德国康斯坦茨大学发展与跨文化心理学名誉教授。她是众多科学期刊的副主编和顾问委员会成员。

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International Journal of School and Educational Psychology Social Sciences-Education

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4.00

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0.00%

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期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.