Emotion regulation and student engagement: Age and gender differences across adolescence
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10071/22912 |
Resumo: | Research has documented the role of emotions in learning and emotion regulation for student engagement (SE). However, knowledge regarding the predictive power of emotion regulation strategies (ERSs) on SE at different age-groups was lacking. Also, our study aimed to provide data on ERSs use based on age and gender since findings are mixed. This cross-sectional study included a representative sample (N = 1507) of Portuguese students between 10 and 25 years. The sample was divided into four age-groups (10-12, 13-15, 16-18, 19-25). Results indicated ERSs varied with age, with some having a linear developmental pattern (e.g., Putting into Perspective) and others a non-linear (e.g., Positive Reappraisal). SE was higher in females and the youngest and oldest age-groups. Higher SE was related to using more adaptive strategies, and the ERS Refocus on Planning best correlated with the higher SE scores for every age-group. |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Emotion regulation and student engagement: Age and gender differences across adolescenceAdolescentsEmotion regulationGenderStudent engagementYouthResearch has documented the role of emotions in learning and emotion regulation for student engagement (SE). However, knowledge regarding the predictive power of emotion regulation strategies (ERSs) on SE at different age-groups was lacking. Also, our study aimed to provide data on ERSs use based on age and gender since findings are mixed. This cross-sectional study included a representative sample (N = 1507) of Portuguese students between 10 and 25 years. The sample was divided into four age-groups (10-12, 13-15, 16-18, 19-25). Results indicated ERSs varied with age, with some having a linear developmental pattern (e.g., Putting into Perspective) and others a non-linear (e.g., Positive Reappraisal). SE was higher in females and the youngest and oldest age-groups. Higher SE was related to using more adaptive strategies, and the ERS Refocus on Planning best correlated with the higher SE scores for every age-group.Elsevier2023-06-28T00:00:00Z2021-01-01T00:00:00Z20212021-06-28T15:09:25Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10071/22912eng0883-035510.1016/j.ijer.2021.101830Santos, A. C.Simões, C.Cefai, C.Freitas, E.Arriaga, P.info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-09T17:50:03Zoai:repositorio.iscte-iul.pt:10071/22912Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:24:40.180720Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Emotion regulation and student engagement: Age and gender differences across adolescence |
title |
Emotion regulation and student engagement: Age and gender differences across adolescence |
spellingShingle |
Emotion regulation and student engagement: Age and gender differences across adolescence Santos, A. C. Adolescents Emotion regulation Gender Student engagement Youth |
title_short |
Emotion regulation and student engagement: Age and gender differences across adolescence |
title_full |
Emotion regulation and student engagement: Age and gender differences across adolescence |
title_fullStr |
Emotion regulation and student engagement: Age and gender differences across adolescence |
title_full_unstemmed |
Emotion regulation and student engagement: Age and gender differences across adolescence |
title_sort |
Emotion regulation and student engagement: Age and gender differences across adolescence |
author |
Santos, A. C. |
author_facet |
Santos, A. C. Simões, C. Cefai, C. Freitas, E. Arriaga, P. |
author_role |
author |
author2 |
Simões, C. Cefai, C. Freitas, E. Arriaga, P. |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Santos, A. C. Simões, C. Cefai, C. Freitas, E. Arriaga, P. |
dc.subject.por.fl_str_mv |
Adolescents Emotion regulation Gender Student engagement Youth |
topic |
Adolescents Emotion regulation Gender Student engagement Youth |
description |
Research has documented the role of emotions in learning and emotion regulation for student engagement (SE). However, knowledge regarding the predictive power of emotion regulation strategies (ERSs) on SE at different age-groups was lacking. Also, our study aimed to provide data on ERSs use based on age and gender since findings are mixed. This cross-sectional study included a representative sample (N = 1507) of Portuguese students between 10 and 25 years. The sample was divided into four age-groups (10-12, 13-15, 16-18, 19-25). Results indicated ERSs varied with age, with some having a linear developmental pattern (e.g., Putting into Perspective) and others a non-linear (e.g., Positive Reappraisal). SE was higher in females and the youngest and oldest age-groups. Higher SE was related to using more adaptive strategies, and the ERS Refocus on Planning best correlated with the higher SE scores for every age-group. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01T00:00:00Z 2021 2021-06-28T15:09:25Z 2023-06-28T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10071/22912 |
url |
http://hdl.handle.net/10071/22912 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
0883-0355 10.1016/j.ijer.2021.101830 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Elsevier |
publisher.none.fl_str_mv |
Elsevier |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799134809515098112 |