Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/99843
Title: Emotion regulation and student engagement : age and gender differences during adolescence
Authors: Santos, Anabela C.
Simoes, Celeste
Cefai, Carmel
Freitas, Eunice
Arriaga, Patricia
Keywords: Teenagers
Adolescence
Sex differences
Age
Emotions
Students
Issue Date: 2021
Publisher: Elsevier Ltd
Citation: Santos, A. C., Simões, C., Cefai, C., Freitas, E., & Arriaga, P. (2021). Emotion regulation and student engagement : age and gender differences during adolescence. International Journal of Educational Research, 109, 101830.
Abstract: 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.
URI: https://www.um.edu.mt/library/oar/handle/123456789/99843
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