Emotional Expressivity and Emotion Regulation

Relation to Academic Functioning Among Elementary School Children

Kyongboon Kwon, Amanda R. Hanrahan, Kevin A Kupzyk

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

We examined emotional expressivity (i.e., happiness, sadness, and anger) and emotion regulation (regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement). Also, we tested the premise that emotional expressivity and emotion regulation are indirectly associated with achievement through academic motivation and engagement. Participants included 417 elementary school students (Mage = 10 years; 52% female; 60% Black) and their teachers from a Midwestern metropolitan area. We used child and teacher questionnaires, and data were analyzed with structural equation modeling. Regarding emotionality, happiness was positively associated with multiple aspects of academic functioning whereas an inverse association was found for anger; sadness was not associated with academic functioning. Also, happiness and anger were indirectly related to achievement through academic engagement. Emotion regulation was positively associated with multiple aspects of academic functioning; it was also indirectly associated with achievement through engagement. Implications are discussed regarding how social and emotional learning programs in schools can further benefit from research on children's emotions. (PsycINFO Database Record

Original languageEnglish (US)
JournalSchool Psychology Quarterly
DOIs
StateAccepted/In press - Jun 16 2016

Fingerprint

Anger
anger
schoolchild
Happiness
elementary school
Emotions
emotion
happiness
Motivation
emotionality
teacher
agglomeration area
Learning
Students
regulation
questionnaire
Research
school
learning
student

Keywords

  • Achievement
  • Emotion
  • Emotion regulation
  • Engagement
  • Motivation

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Emotional Expressivity and Emotion Regulation : Relation to Academic Functioning Among Elementary School Children. / Kwon, Kyongboon; Hanrahan, Amanda R.; Kupzyk, Kevin A.

In: School Psychology Quarterly, 16.06.2016.

Research output: Contribution to journalArticle

@article{916acb9b78c3485a9f77c00e3a5ff84e,
title = "Emotional Expressivity and Emotion Regulation: Relation to Academic Functioning Among Elementary School Children",
abstract = "We examined emotional expressivity (i.e., happiness, sadness, and anger) and emotion regulation (regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement). Also, we tested the premise that emotional expressivity and emotion regulation are indirectly associated with achievement through academic motivation and engagement. Participants included 417 elementary school students (Mage = 10 years; 52{\%} female; 60{\%} Black) and their teachers from a Midwestern metropolitan area. We used child and teacher questionnaires, and data were analyzed with structural equation modeling. Regarding emotionality, happiness was positively associated with multiple aspects of academic functioning whereas an inverse association was found for anger; sadness was not associated with academic functioning. Also, happiness and anger were indirectly related to achievement through academic engagement. Emotion regulation was positively associated with multiple aspects of academic functioning; it was also indirectly associated with achievement through engagement. Implications are discussed regarding how social and emotional learning programs in schools can further benefit from research on children's emotions. (PsycINFO Database Record",
keywords = "Achievement, Emotion, Emotion regulation, Engagement, Motivation",
author = "Kyongboon Kwon and Hanrahan, {Amanda R.} and Kupzyk, {Kevin A}",
year = "2016",
month = "6",
day = "16",
doi = "10.1037/spq0000166",
language = "English (US)",
journal = "School Psychology",
issn = "2578-4218",
publisher = "American Psychological Association Inc.",

}

TY - JOUR

T1 - Emotional Expressivity and Emotion Regulation

T2 - Relation to Academic Functioning Among Elementary School Children

AU - Kwon, Kyongboon

AU - Hanrahan, Amanda R.

AU - Kupzyk, Kevin A

PY - 2016/6/16

Y1 - 2016/6/16

N2 - We examined emotional expressivity (i.e., happiness, sadness, and anger) and emotion regulation (regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement). Also, we tested the premise that emotional expressivity and emotion regulation are indirectly associated with achievement through academic motivation and engagement. Participants included 417 elementary school students (Mage = 10 years; 52% female; 60% Black) and their teachers from a Midwestern metropolitan area. We used child and teacher questionnaires, and data were analyzed with structural equation modeling. Regarding emotionality, happiness was positively associated with multiple aspects of academic functioning whereas an inverse association was found for anger; sadness was not associated with academic functioning. Also, happiness and anger were indirectly related to achievement through academic engagement. Emotion regulation was positively associated with multiple aspects of academic functioning; it was also indirectly associated with achievement through engagement. Implications are discussed regarding how social and emotional learning programs in schools can further benefit from research on children's emotions. (PsycINFO Database Record

AB - We examined emotional expressivity (i.e., happiness, sadness, and anger) and emotion regulation (regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement). Also, we tested the premise that emotional expressivity and emotion regulation are indirectly associated with achievement through academic motivation and engagement. Participants included 417 elementary school students (Mage = 10 years; 52% female; 60% Black) and their teachers from a Midwestern metropolitan area. We used child and teacher questionnaires, and data were analyzed with structural equation modeling. Regarding emotionality, happiness was positively associated with multiple aspects of academic functioning whereas an inverse association was found for anger; sadness was not associated with academic functioning. Also, happiness and anger were indirectly related to achievement through academic engagement. Emotion regulation was positively associated with multiple aspects of academic functioning; it was also indirectly associated with achievement through engagement. Implications are discussed regarding how social and emotional learning programs in schools can further benefit from research on children's emotions. (PsycINFO Database Record

KW - Achievement

KW - Emotion

KW - Emotion regulation

KW - Engagement

KW - Motivation

UR - http://www.scopus.com/inward/record.url?scp=84974625043&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84974625043&partnerID=8YFLogxK

U2 - 10.1037/spq0000166

DO - 10.1037/spq0000166

M3 - Article

JO - School Psychology

JF - School Psychology

SN - 2578-4218

ER -