Literaturnachweis - Detailanzeige
Autor/inn/en | Beaumont, Joanna; Putwain, David W.; Gallard, Diahann; Malone, Elizabeth; Marsh, Herbert W.; Pekrun, Reinhard |
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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
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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) |
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). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |