The roles of emotion regulation and peer context in childrens achievement

描述（由申请人提供）：这项多方法、多报告者、前瞻性研究的目标是确定学生的积极和消极情绪是否、何时以及为什么与他们与老师的关系、社交能力、问题行为、课堂参与以及随后的学习和成就同时和前瞻性地相关。更全面地了解这些关系至关重要，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感能力方面。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并发和前瞻性的关系。第二个目的是探讨学生自我调节技能和同伴情绪性、自我调节对学生情绪与学业成绩关系的潜在调节作用。目的三是为了确定可能调解儿童的情绪和他们的成就之间的关系，包括学生与他们的老师和他们的调整和他们的动机与回避，并参与课堂活动的过程。在两种情况下（教室和同伴）的各种情绪的观察将允许考虑不同的调解途径的基础上的类型的情绪和它是表达。将在一项为期三年的纵向研究中审查这些目标。将跟踪300名儿童从幼儿园到二年级。每年，家长和教师将报告学生的积极和消极情绪，自我调节，与教师的关系，社会能力，问题行为和参与。教师将报告同伴的情绪，自我调节和学生的成就。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绩的任务。学生的情绪将被观察，而他们在课间休息和上课时间与同龄人互动，而他们的参与将被观察整个学校的一天。多变量，纵向分析将被用来检查前瞻性的直接，中介和调节的关系。

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.