Emotionality, Emotion Regulation, and School Performance in Middle School Children.

By Gail Gumora, William F. Arsenio. 2002

395 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/72ddedc345226c742446e9b549d129a84bc96c12

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Citations in the corpus

Emotion regulation in relation to social functioning: An investigation of child self-reports (2007, background): “However, children as young as 6 to 8 years seem able to communicate and identify their emotional reactions (e.g., Bryant, 1982; Gumora & Arsenio, 2002; Roberts & Strayer, 1996; Shipman, Zeman, Nesin, & Fitzgerald, 2003; Strayer, 1993; Zeman & Garber, 1996; Zeman & Shipman, 1996).”
State anxiety and working memory in children: A test of processing efficiency theory (2005, background): “Childhood anxiety is often associated with academic problems (Gumora & Arsenio, 2002; Rabian & Silverman, 2000) and early school leaving (Kessler, Foster, Saunders, & Stang, 1995; Van Ameringen, Mancini, & Farvolden, 2003).”
Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators (2017, background): “…as emotion regulation has been related to individual well-being, social competencies, and academic achievement in kindergarten (Graziano et al. 2007), middle school (Gumora and Arsenio 2002), and university students (MacCann et al. 2011), even when controlling for IQ and cognition-related skills.”
Parental Autonomy Support Predicts Academic Achievement Through Emotion-Related Self-Regulation and Adaptive Skills in Chinese American Adolescents (2014, background): “Emotion regulation has also been found to be associated with academic competencies and achievement (Eisenberg, Valiente, & Eggum, 2010; Gumora & Arsenio, 2010).”
Emotional Competence and its Influences on Teaching and Learning (2010, background): “In one study, Gumora and Arsenio (2002) evaluated children’s perceptions”
The Relations of Temperamental Effortful Control and Anger/Frustration to Chinese Children's Academic Achievement and Social Adjustment: A Longitudinal Study (2010, background): “For example, although negative emotionality was negatively related to children’s GPA in one study (Gumora & Arsenio, 2002), it was unrelated to GPA or academic functioning in two other studies (Boekaerts, 1993; Supplee, Shaw, Hailstones, & Hartman, 2004).”
Emotion Knowledge and Self-Regulation as Predictors of Preschoolers’ Cognitive Ability, Classroom Behavior, and Social Competence (2012, background): “Experiencing high levels of negative affect during academic tasks is also associated with lower grade point averages (Gumora & Arsenio, 2002).”
Emotional Intelligence and Education: A critical review (2007, background): “In a similar vein, Gumora and Arsenio ( 2002 ) found that aspects of EI (eg, emotional regulation) significantly contributed to grade‐point averages of middle‐school students, over and above the contribution made by cognition‐related abilities.”
Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, background): “Emotional regulation is positively associated with academic success in kindergarten (Graziano et al. 2007), middle school (Gumora and Arsenio 2002) and university students (MacCann et al. 2011), even when controlling for IQ and cognition-related abilities.”
Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students (2015, background): “Although both reappraisal and suppression are perceived by the individual as successful regulation efforts, research suggests that reappraisal is more adaptive, as it relates to adaptive outcomes such as efficacy of negative mood regulation and repair and academic achievement (Gross 1998; Gross and ”
Preliminary Construct and Concurrent Validity of the Preschool Self-Regulation Assessment (PSRA) for Field-Based Research. (2007, result): “This corresponds to previous findings concerning the relations between positive emotions and academic proficiency (Gumora & Arsenio, 2002).”