Evaluating the impact of a whole-class intervention designed to promote emotion regulation for learning with 9-10-year old children

Rowley, Janet 2015. Evaluating the impact of a whole-class intervention designed to promote emotion regulation for learning with 9-10-year old children. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

Emotions have been found to be intertwined with many aspects of the learning process (Hinton & Fischer, 2010; Linnenbrink, 2007; Meyer & Turner, 2006; Pekrun, Frenzel, Goetz & Perry, 2007). For some children emotions appear to have a debilitating effect on their effort, persistence and problem-solving and can lead to task avoidance and self-defeating behaviours (Linnenbrink, 2007; Tyson, Linnenbrink-Garcia & Hill, 2009). The purpose of this mixed methods study was to examine the impact of a four-week whole-class intervention designed by the researcher to promote pupils’ emotion regulation in the classroom. The study uses a social cognitive framework (Bandura, 1986) and draws on theory and research in the inter-related fields of appraisal theories of emotion (Frijda,1986), the control-value theory of achievement emotions (Pekrun, 2006; Pekrun, Frenzel, Goetz & Perry, 2007), implicit theories of ability and achievement goal orientation (Dweck, 2000; Dweck & Leggett, 1988; Pintrich, 2000), the dual-process model of self-regulated learning (Boekaerts, 2011) and the process model of emotion regulation (Gross, 1998; 2002). The research took place in two London primary schools with 166 Year 5 pupils (mean age 10.4 years) and four class teachers. For the quantitative part of the study, a non-equivalent groups pre and post experimental design with a waiting list control group was used. The qualitative part of the study involved questionnaires completed by 113 intervention pupils and the four class teachers. Inferential statistical analysis revealed a statistically significant effect of time on intervention pupils’ incremental theory of ability, mastery goal orientation and use of the cognitive reappraisal strategy. The perceptions of pupils and teachers of the impact of the intervention were explored using thematic analysis. The findings from both phases were merged to answer the overarching research question. Implications for educational psychologists and educators are discussed and suggestions for future research are made.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB1501 Primary Education
Uncontrolled Keywords:	Emotions in learning; Emotion regulation strategies; Self-regulated learning; Whole-class intervention; School children
Date of First Compliant Deposit:	30 March 2016
Last Modified:	21 Dec 2023 14:37
URI:	https://orca.cardiff.ac.uk/id/eprint/73609

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