Self-Regulation of Emotions in Relation to Students’ Attitudes Towards School Life
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F23%3A63572218" target="_blank" >RIV/70883521:28150/23:63572218 - isvavai.cz</a>
Result on the web
<a href="https://ejce.cherkasgu.press/journals_n/1703787982.pdf" target="_blank" >https://ejce.cherkasgu.press/journals_n/1703787982.pdf</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.13187/ejced.2023.4.1283" target="_blank" >10.13187/ejced.2023.4.1283</a>
Alternative languages
Result language
angličtina
Original language name
Self-Regulation of Emotions in Relation to Students’ Attitudes Towards School Life
Original language description
he paper focuses on assessing, how the use of emotional regulation strategies and perceived position in formal and informal school life processes are related. The paper also aims to identify, which of the assessed school life processes are involved in the use of emotional regulation strategies, i.e. the use of adaptive emotional regulation strategies and non-adaptive emotional regulation strategies, or in the suppression of emotional manifestations. The research was carried out on a sample of 1,133 upper-primary school students using Cognitive Regulation of Emotion and Students' Attitudes to School Life questionnaires. The results imply that the degree of use of adaptive strategies is affected by a combination of predominantly strengthening stimuli in the school environment, i.e. the perception of success and opportunity, and social inclusion in peer groups. On the contrary, high-risk environmental attributes connected with a feeling of negative experience at school play a larger part in the use of non-adaptive emotional regulation strategies. A combination of two opposing stimuli, i.e. a negative experience of school life and a positive approach by the teacher towards the pupils, contributes to the suppression of emotional manifestations. The perception of position in formal and informal school life processes as an important prerequisite for the use of students’ self-regulating mechanisms in the school environment.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
<a href="/en/project/GA17-04816S" target="_blank" >GA17-04816S: The Dynamics of Self-Regulation in Socially Excluded Pupils</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
European Journal of Contemporary Education
ISSN
2304-9650
e-ISSN
2305-6746
Volume of the periodical
12
Issue of the periodical within the volume
4
Country of publishing house
US - UNITED STATES
Number of pages
13
Pages from-to
1283-1295
UT code for WoS article
001167395100010
EID of the result in the Scopus database
2-s2.0-85185498526