The role of emotionality and self-regulation in the appraisal–coping process: tests of direct and moderating effects

By Liliana J. Lengua, A. Long. 2002

204 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e8bc01e13911a4a1640fede672f476dc9b2313a0

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In Clinical Psychology

In Education

Citations in the corpus

Relations between personality and coping: a meta-analysis. (2007, background): “…for operating an anti-aircraft missile Lees & Ellis (1990) 53 Nurses, nursing students, & ex-nurses in Wales 16PF WCCL-R S: Retro R: nursing stressor Lengua & Long (2002) 101 3rd to 5th grade children Early Adolescent Temperament Questionnaire; Child Behavior Questionnaire CCSC D Table 3…”
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, unknown): “9.9 (0.9) ~10.9 (0.9) Observation: Perfection, Tiazzle, SS, DG Multiple adult-reports: EATQ, CBQ Social competence; internalizing problems; externalizing problems; anxiety 16 Lengua & Long (2002) 101 Cross-sectional United States Both (55”
The Impact of Developing Social Perspective-taking Skills on Emotionality in Middle and Late Childhood (2011, background): “For example, in future research, it would be interesting to explore how perspective-taking skills interact with emotionality in determining children’s appraisal and coping styles (Lengua & Long 2002).”
The development of coping. (2007, background): “Lengua and Long (2002) examined threat and challenge appraisals, active and avoidant coping, and adjustment problems (depression, motherreported internalizing and externalizing symptoms, and self-reported internalizing and externalizing symptoms) among 101 8- to 12-year-old children.”
Resilience in developing systems: Progress and promise as the fourth wave rises (2007, background): “…selfregulation systems as investigated in studies of executive functioning or effortful control (Buckner, Mezzacappa, & Beardslee, 2003; Eisenberg et al., 2004; Lengua & Long, 2002) and related preventive interventions such as the PATHS curriculum (Greenberg, 2006; Greenberg, Riggs, & Blair, 2007).”
Emotion-Related Regulation: An Emerging Construct (2004, background): “Moreover, the relations of regulation to adjustment can be mediated by coping (Lengua & Long, 2002).”
Fear, Stress, Resilience and Coping Strategies during COVID-19 in Spanish University Students (2021, background): “The ability to self-regulate decreases the effects of stress on children’s adjustment [73].”