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ERIC Number: EJ1429289
Record Type: Journal
Publication Date: 2024-Jun
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1866-2625
EISSN: EISSN-1866-2633
Help Me if You Can I'm Feeling Down: Supporting Children's Emotion Regulation and Well-Being in the Primary Classroom
Matthew P. Somerville; Emily Midouhas; Marcos Delprato; David Whitebread
School Mental Health, v16 n2 p577-591 2024
Children living in socioeconomically disadvantaged communities face distinct stressors when compared to those from more advantaged backgrounds. Research indicates higher levels of child well-being may buffer against the negative effects of stress and adversities, with supportive teacher behaviors playing a key role in promoting well-being. However, the mechanisms underlying these connections remain unclear. Extending past research linking teacher behaviours and well-being, the present study included emotion regulation as a potential candidate mechanism that might account for these connections. Questionnaire data were collected from 508 pupils (265 female, M[subscript age] = 9.9) in 31 classrooms across 8 primary schools in low-socioeconomic neighbourhoods of New Zealand. Utilising multilevel modelling the study found that teacher support significantly predicted emotion regulation and well-being, and that teacher support indirectly predicted well-being through emotion regulation. Both emotion regulation and teacher behaviours are amenable to intervention; thus, a better understanding of how they work together to predict well-being is likely to inform future intervention efforts to promote children's well-being.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A