Understanding students' emotion regulation strategy selection using network analysis approach

Abstract

This study aims to explore the nature of emotion regulation strategy selection among students across primary and secondary schools. We investigated the complex relationship patterns in students' emotion regulation strategy selection when faced with emotional situations in school. Using the Student Emotion Regulation Assessment (SERA), we conducted two independent analyses for primary (SERA-P; N = 410) and secondary (SERA-S; N = 724) students. Specifically, we applied the network analysis model to describe the dynamic interconnections among students' use of eight different emotion regulation strategies (avoidance/escape, distraction, emotional support-seeking, acceptance, problem-solving, reappraisal/reframing, rumination/repetitive thinking, somatic relaxation) to manage different types of emotions (anger, sadness, anxiety, boredom) and situations (academic, social, socio-academic, other) in school. The findings show that children exhibit greater variability in their selection of emotion regulation strategies than adolescents, with notably lower use of acceptance and rumination strategies. Adolescents displayed a more balanced pattern of using seven different strategies, though their understanding of somatic relaxation remained limited. This study extends the discourse for supporting students' emotion regulation development in schools.