Students’ Emotion Regulation and School-Related Well-Being : Longitudinal Models Juxtaposing Between and Within-Person Perspectives
Journal article
Beaumont, Joanna, Putwain, David W., Gallard, Diahann, Malone, Elizabeth, Marsh, Herbert Warren and Pekrun, Reinhard Herrmann. (2023). Students’ Emotion Regulation and School-Related Well-Being : Longitudinal Models Juxtaposing Between and Within-Person Perspectives. Journal of Educational Psychology. 115(7), pp. 932-950. https://doi.org/10.1037/edu0000800
Authors | Beaumont, Joanna, Putwain, David W., Gallard, Diahann, Malone, Elizabeth, Marsh, Herbert Warren and Pekrun, Reinhard Herrmann |
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Abstract | There is a lack of research examining how students’ emotion regulation is linked to their well-being at school. To address this gap in the current literature, we examined reciprocal relations between two important emotion regulation strategies (cognitive reappraisal and expressive suppression) and school-related well-being over 12 months across 2 school years. We collected data from 2,365 secondary and upper secondary students in England (aged 11–19 years) across three waves. Juxtaposing between-persons and within-person perspectives, we used a tripartite (three-part) latent cross-lagged panel model (CLPM), and a tripartite latent random intercept-cross-lagged panel model (RI-CLPM) to examine the directional ordering of the two strategies and well-being over time. Both the CLPM and RI-CLPM showed that reappraisal and school-related well-being were reciprocally related. Reappraisal positively predicted school-related well-being, and school-related well-being positively predicted reappraisal. Reappraisal also negatively predicted subsequent suppression, but not vice versa. Suppression and school-related well-being were not linked. Findings inform the design of intervention research in schools and colleges by highlighting the importance of cognitive reappraisal in the school-related well-being of adolescents. |
Keywords | school well-being; emotion regulation; cognitive reappraisal; expressive suppression; adolescence |
Year | 01 Jan 2023 |
Journal | Journal of Educational Psychology |
Journal citation | 115 (7), pp. 932-950 |
Publisher | American Psychological Association |
ISSN | 0022-0663 |
Digital Object Identifier (DOI) | https://doi.org/10.1037/edu0000800 |
Web address (URL) | https://psycnet.apa.org/fulltext/2023-74923-001.html |
Open access | Open access |
Research or scholarly | Research |
Page range | 932-950 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 25 May 2023 |
Publication process dates | |
Accepted | 07 Feb 2023 |
Deposited | 13 Aug 2024 |
Supplemental file | License File Access Level Open |
Additional information | © 2023 The Author(s) |
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0; https://creativecommons.org/licenses/by/4.0). This license permits copying and redistributing the work in any medium or format, as well as adapting the material for any purpose, even commercially. | |
Place of publication | United States |
https://acuresearchbank.acu.edu.au/item/90w88/students-emotion-regulation-and-school-related-well-being-longitudinal-models-juxtaposing-between-and-within-person-perspectives
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OA_2023_Marsh_Students_Emotion_Regulation_and_School_Related.pdf | |
License: CC BY 4.0 | |
File access level: Open |
Supplemental file
SM_2023_Marsh_Students_Emotion_Regulation_and_School_Related.docx | |
License: CC BY 4.0 | |
File access level: Open |
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