Students' Emotion Regulation and School-Related Well-Being: Longitudinal Models Juxtaposing Between- and Within-Person Perspectives

Autor/inn/en	Beaumont, Joanna; Putwain, David W.; Gallard, Diahann; Malone, Elizabeth; Marsh, Herbert W.; Pekrun, Reinhard
Titel	Students' Emotion Regulation and School-Related Well-Being: Longitudinal Models Juxtaposing Between- and Within-Person Perspectives
Quelle	In: Journal of Educational Psychology, 115 (2023) 7, S.932-950 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beaumont, Joanna) ORCID (Putwain, David W.) ORCID (Gallard, Diahann) ORCID (Malone, Elizabeth) ORCID (Marsh, Herbert W.) ORCID (Pekrun, Reinhard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000800
Schlagwörter	Foreign Countries; Secondary School Students; Elementary School Students; Well Being; Emotional Response; Self Management; Educational Experience; Cognitive Processes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Well-being; Wellness; Wohlbefinden; Emotionales Verhalten; Selbstmanagement; Bildungserfahrung; Cognitive process; Kognitiver Prozess
Abstract	There is a lack of research examining how students' emotion regulation is linked to their well-being at school. To address this gap in the current literature, we examined reciprocal relations between two important emotion regulation strategies (cognitive reappraisal and expressive suppression) and school-related well-being over 12 months across 2 school years. We collected data from 2,365 secondary and upper secondary students in England (aged 11-19 years) across three waves. Juxtaposing between-persons and within-person perspectives, we used a tripartite (three-part) latent cross-lagged panel model (CLPM), and a tripartite latent random intercept-cross-lagged panel model (RI-CLPM) to examine the directional ordering of the two strategies and well-being over time. Both the CLPM and RI-CLPM showed that reappraisal and school-related well-being were reciprocally related. Reappraisal positively predicted school-related well-being, and school-related well-being positively predicted reappraisal. Reappraisal also negatively predicted subsequent suppression, but not vice versa. Suppression and school-related well-being were not linked. Findings inform the design of intervention research in schools and colleges by highlighting the importance of cognitive reappraisal in the school-related well-being of adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01