Evaluating the impact of a whole-class intervention designed to promote emotion regulation for learning with 9-10-year old children Article Swipe
Emotions have been found to be intertwined with many aspects of the learning process (Hinton & Fischer, 2010; Linnenbrink, 2007; Meyer & Turner, 2006; Pekrun, Frenzel, Goetz & Perry, 2007). For some children emotions appear to have a debilitating effect on their effort, persistence and problem-solving and can lead to task avoidance and self-defeating behaviours (Linnenbrink, 2007; Tyson, Linnenbrink-Garcia & Hill, 2009). The purpose of this mixed methods study was to examine the impact of a four-week whole-class intervention designed by the researcher to promote pupils’ emotion regulation in the classroom. The study uses a social cognitive framework (Bandura, 1986) and draws on theory and research in the inter-related fields of appraisal theories of emotion (Frijda,1986), the control-value theory of achievement emotions (Pekrun, 2006; Pekrun, Frenzel, Goetz & Perry, 2007), implicit theories of ability and achievement goal orientation (Dweck, 2000; Dweck & Leggett, 1988; Pintrich, 2000), the dual-process model of self-regulated learning (Boekaerts, 2011) and the process model of emotion regulation (Gross, 1998; 2002). The research took place in two London primary schools with 166 Year 5 pupils (mean age 10.4 years) and four class teachers. For the quantitative part of the study, a non-equivalent groups pre and post experimental design with a waiting list control group was used. The qualitative part of the study involved questionnaires completed by 113 intervention pupils and the four class teachers. Inferential statistical analysis revealed a statistically significant effect of time on intervention pupils’ incremental theory of ability, mastery goal orientation and use of the cognitive reappraisal strategy. The perceptions of pupils and teachers of the impact of the intervention were explored using thematic analysis. The findings from both phases were merged to answer the overarching research question. Implications for educational psychologists and educators are discussed and suggestions for future research are made.
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Metadata
- Type
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- Language
- en
- OA Status
- green
- Cited By
- 1
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- OpenAlex ID
- https://openalex.org/W564895714
All OpenAlex metadata
Raw OpenAlex JSON
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https://openalex.org/W564895714Canonical identifier for this work in OpenAlex
- Title
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Evaluating the impact of a whole-class intervention designed to promote emotion regulation for learning with 9-10-year old childrenWork title
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-
dissertationOpenAlex work type
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enPrimary language
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-
2015Year of publication
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2015-01-01Full publication date if available
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Janet D. RowleyList of authors in order
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YesWhether a free full text is available
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greenOpen access status per OpenAlex
- OA URL
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https://uilis.unsyiah.ac.id/opentheses/items/show/58455Direct OA link when available
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Psychology, Class (philosophy), Intervention (counseling), Developmental psychology, Social psychology, Computer science, Psychiatry, Artificial intelligenceTop concepts (fields/topics) attached by OpenAlex
- Cited by
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1Total citation count in OpenAlex
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2020: 1Per-year citation counts (last 5 years)
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20Other works algorithmically related by OpenAlex
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| sustainable_development_goals[0].id | https://metadata.un.org/sdg/4 |
| sustainable_development_goals[0].score | 0.8100000023841858 |
| sustainable_development_goals[0].display_name | Quality Education |
| citation_normalized_percentile |