Children’s emotion regulation, behavior regulation, and mathematics achievement : A longitudinal mediation model

Weis, Mirjam; Cardona, Roberto Andres; Trommsdorff, Gisela

Children’s emotion regulation, behavior regulation, and mathematics achievement : A longitudinal mediation model

Dateien

Weis_2-62plybdqybf87.PDFGröße: 235.48 KBDownloads: ?

Datum

2024

Autor:innen

Weis, Mirjam

Cardona, Roberto Andres

Trommsdorff, Gisela

URI (zitierfähiger Link)

http://nbn-resolving.de/urn:nbn:de:bsz:352-2-62plybdqybf87

DOI (zitierfähiger Link)

https://doi.org/10.1080/21683603.2023.2271410

Open Access-Veröffentlichung

Open Access Green

Sammlungen

Psychologie

Gesperrt bis

31. März 2025

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

International Journal of School & Educational Psychology. Taylor & Francis. 2024, 12(1), pp. 12-25. ISSN 2168-3603. eISSN 2168-3611. Available under: doi: 10.1080/21683603.2023.2271410

Zusammenfassung

The present study investigated direct as well as indirect relations between children’s emotion regulation (anger- and avoidant-oriented strategies), behavior regulation, and mathematics achievement in a longitudinal study during the transition from primary to secondary school in Germany. Participants were 76 primary school students attending grade four at Time 1, of whom 51 participated again as secondary school students attending grade five at Time 2, as well as children’s mothers and teachers. Anger- and avoidant-oriented emotion regulation strategies at Time 1 were negatively associated to behavior regulation at Time 2. Behavior regulation at Time 2 was positively related to mathematics achievement at Time 2. There were no direct relations between emotion regulation (anger- and avoidant-oriented strategies) at Time 1 and mathematics achievement at Time 2. However, we found significant indirect negative effects between emotion regulation (anger- and avoidant-oriented strategies) at Time 1 and mathematics achievement at Time 2 via behavior regulation at Time 1. Thus, anger- and avoidant-oriented emotion regulation at Time 1 indirectly affected mathematics achievement negatively at Time 2 via behavior regulation at Time 2. This study confirms the complex structure of self-regulatory processes and underlines the importance of specific emotion regulation strategies for mathematics achievement.

Fachgebiet (DDC)

150 Psychologie

Schlagwörter

Behavior regulation, emotion regulation, longitudinal mediation model, mathematics achievement, primary and secondary school

Zitieren

ISO 690

WEIS, Mirjam, Roberto Andres CARDONA, Gisela TROMMSDORFF, 2024. Children’s emotion regulation, behavior regulation, and mathematics achievement : A longitudinal mediation model. In: International Journal of School & Educational Psychology. Taylor & Francis. 2024, 12(1), pp. 12-25. ISSN 2168-3603. eISSN 2168-3611. Available under: doi: 10.1080/21683603.2023.2271410

BibTex

@article{Weis2024Child-68063,
  year={2024},
  doi={10.1080/21683603.2023.2271410},
  title={Children’s emotion regulation, behavior regulation, and mathematics achievement : A longitudinal mediation model},
  number={1},
  volume={12},
  issn={2168-3603},
  journal={International Journal of School & Educational Psychology},
  pages={12--25},
  author={Weis, Mirjam and Cardona, Roberto Andres and Trommsdorff, Gisela}
}

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