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首页> 外文期刊>British journal of educational psychology >Emotion regulation and well-being in primary classrooms situated in low-socioeconomic communities
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Emotion regulation and well-being in primary classrooms situated in low-socioeconomic communities

机译：在低社会经济社区的主要教室中的情感监管和幸福

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Background Although emotion is central to most models of children's well-being, few studies have looked at how well-being is related to the ways in which children regulate their emotions. Aims The aim of this study was to examine the associations among children's emotion regulation strategy choice and their emotional expression, behaviour, and well-being. The study also investigated whether contextual factors influenced the emotion regulation strategies children chose to use. Sample Participants (N = 33) were selected from four Year 5/6 composite classrooms situated in low-socioeconomic urban communities in New Zealand. Method Questionnaires were used to measure children's well-being and teacher-reported emotional and behavioural problems. Emotional expression and emotion regulation strategies were measured through video-recorded observations in the classroom. A total of 1,184 instances of emotion regulation strategy use were coded using a framework based on Gross' process model of emotion regulation. Results The findings highlight the complexity of the relations among emotion regulation, emotion expression, and well-being. Some strategies, such as Cognitive Reappraisal, were effective at upregulating negative emotion in the short term, yet not strongly associated with well-being. Others, such as Situation Modification: Physical, were positively associated with well-being, yet not with an immediate change in a child's emotional experience. The findings also suggest children flexibly use different strategies in relation to different contextual demands. Conclusion These findings may be used to guide future intervention efforts which target emotion regulation strategy use as well as those which focus on teachers' support of children during emotionally challenging situations.
机译：背景虽然情绪是大多数儿童福祉模型的核心，但很少有研究看过与儿童调节情绪的方式有多良好。旨在审查儿童情绪调节战略选择及其情感，行为和福祉的协会。该研究还调查了情境因素是否影响了情绪调节策略儿童选择使用。样本参与者（N = 33）选自位于新西兰低社会经济城市社区的四年5/6型复合教室。方法问卷被用来衡量儿童福祉和教师报告的情感和行为问题。通过课堂上的视频录制观测来衡量情绪表达和情感调节策略。使用基于总体情感规则的总体“过程模型的框架，编码了总共1,184个情绪调节策略使用。结果调查结果突出了情绪调节，情感表达和福祉关系的复杂性。一些策略，如认知重复，在短期内对负面情绪上调，但与福祉没有强烈相关。其他人，如情况修改：物理，与福祉有关，但并没有在孩子的情感体验中立即改变。调查结果还提出了儿童灵活地使用不同的策略与不同的语境需求相关。结论这些调查结果可用于指导未来的干预努力，这些干预措施是针对情绪调节战略的使用以及重点关注在情绪挑战性情况下的教师支持儿童的那些。

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