The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-35e

Bibliographic reference :
Graziano, P.A., Reavis, R.D., Keane, S.P., & Clakins, S.D. (2007). The Role of Emotion Regulation in Children’s Early Academic Success. Journal of School Psychology, 45(1), 3-19.

Abstract :

To begin with, the authors of this American study examined whether there was a significant relationship between emotion regulation skills and the early academic achievement of preschool students by focusing on basic mathematics and literacy skills and classroom performance (e.g., precision in task completion). After confirming the existence of this relationship, the authors sought to determine the extent to which this relationship could be mediated by behavioural problems (individual factor) and the quality of the teacher-student relationship (relational factor).

Study Context
Emotion regulation skills relate to the ability to provide positive and socially acceptable cognitive, social and language responses. Studies have demonstrated that children’s appropriate school functioning largely depends on the ability to function adequately in a number of situations. Other studies have also demonstrated that regulating emotions leads to better performance in cognitive task completion. Conversely, students will experience difficulties in processing and retaining new information and completing school-related tasks. Emotion regulation also helps to develop proper teacher-student relationships that in turn facilitate children’s adjustment to the school environment and may protect them from developing potential behavioural problems.

Methodology
The study was conducted using a sample of 325 preschool students in kindergarten. Parents completed two questionnaires; one dealt with their children’s emotion regulation skills, and the other was used to reveal the presence of behavioural problems in their children. Teachers also completed two questionnaires; one dealt with their students’ classroom performance, and the other was used to assess the quality of their relationship with each of their students. Mathematics and literacy achievement was measured with standardized tests administered to the students. Student IQ was also controlled with a test.

Main Results
Quantitative analysis confirmed a positive relationship between emotion regulation skills and academic achievement. Indeed, it was found that effective emotion regulation skills predicted better academic results in mathematics and literacy as well as better classroom performance, especially with regard to productivity and precision in task completion.

Results also revealed that better emotion regulation skills were associated with better teacher-student relationships and less behavioural problems. In addition, it was found that better teacher-student relationships were associated with better academic achievement in mathematics and literacy and classroom performance, as opposed to the presence of behavioural problems rather associated with poorer achievement.

Nonetheless, the effect of teacher-student relationships on academic achievement did not appear to be linked to emotion regulation skills. Indeed, results revealed that the quality of teacher-student relationships did not mediate the links observed between emotion regulation skills and academic achievement.

Lastly, results highlighted the significant effect of the quality of the teacher-student relationship on academic achievement, as it seemed to have a more determining effect than behavioural problems.

Links :
This journal is also available in electronic format. Publisher’s Website Address: http://www.elsevier.com/"

Key Words :
Emotion Regulation, Teacher-Student Relationship, Classroom Performance, Classroom Functioning, Literacy, Mathematics, Kindergarten, Preschool, Newsletter8

Monitored Countries :
United States