The roles of emotion regulation and peer context in childrens achievement

描述(由申请人提供)：这项多方法、多报告、前瞻性研究的目标是确定学生的积极和消极情绪是否、何时以及为什么同时与他们与老师的关系、社会能力、问题行为、课堂参与以及随后的学习和成就相关。更充分地理解这些关系是至关重要的，因为这些知识可以用于预防和干预计划，以准确地针对可能对学习和成就产生积极影响的社会情绪能力的各个方面。第一个目的是记录儿童的积极和消极情绪与他们的成就之间的同时和预期的关系。第二个目的是考察学生自身的自我调节能力以及同伴的情绪和自我调节对学生情绪与学业成绩之间关系的潜在调节作用。目标三旨在确定可能调节儿童情绪和成绩之间关系的过程，包括学生与老师的关系和他们的适应，以及他们对课堂活动的动机与回避和参与。在两种情境(课堂和同伴)中观察不同的情绪将允许考虑基于情绪的类型和在哪里表达的不同的调节途径。这些目标将在一项为期三年的纵向研究的背景下进行审查。300名儿童将被跟踪调查，从幼儿园一直到二年级。每年，家长和老师都会报告学生的积极和消极情绪、自我调节、与老师的关系、社交能力、问题行为和参与度。教师将报告同龄人的情绪性、自律和学生的成绩。孩子们将参与评估他们的积极和消极情绪、他们的调节和他们的学业成就的任务。学生在课间休息和上课时间与同龄人互动时，将观察他们的情绪，而他们的参与将贯穿整个学校。多元的纵向分析将被用来检验预期的直接、调解和缓和的关系。

DESCRIPTION (provided by applicant): The goal of this multimethod, multireporter, prospective study is to determine if, when, and why students' positive and negative emotions are concurrently and prospectively related to their relationship with their teacher, social competence, problem behaviors, classroom engagement, and subsequent learning and achievement. A fuller understanding of these relations is critical because the knowledge can be used in prevention and intervention programs to precisely target aspects of socioemotional competence that likely positively impact learning and achievement. The first aim is to document the concurrent and prospective relations between children's positive and negative emotions and their achievement. The second aim is to investigate the potential moderating influences of students' own self-regulatory skills and their peers' emotionality and self-regulation on the relations between students' emotion and academic achievement. Aim three is designed to identify processes that might mediate the relations between children's emotions and their achievement, including students' relationships with their teachers and their adjustment and their motivation versus avoidance towards, and engagement in, classroom activities. Observations of various emotions in two contexts (classroom and peer) will allow for the consideration of varying mediating pathways based on the type of emotion and where it is expressed. The aims will be examined in the context of a three-year longitudinal study. Three hundred children will be followed from Kindergarten to 2nd grade. Each year, parents and teachers will report on students' positive and negative emotions, self-regulation, relationships with teachers, social competence, problem behaviors, and engagement. Teachers will report on peers' emotionality, self-regulation, and students' achievement. Children will participate in tasks that assess their positive and negative emotions, their regulation, and their academic achievement. Students' emotions will be observed while they interact with peers during recesses and during class time, while their engagement will be observed throughout the school day. Multivariate, longitudinal analyses will be used to examine prospective direct, mediated, and moderated relations.