Instructional Effects of Emotion Regulation Strategies on Academic Achievement and Self-efficacy
(주)학지사
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- 2017.02.01
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- 2007.01
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서지정보
ㆍ발행기관 : 한국교육방법학회
ㆍ수록지정보 : 교육방법연구 / 19권 / 2호
ㆍ저자명 : Kim , Young Sang
목차
Emotion Regulation Strategies
Method
Results
Discussion
Summary and Conclusion
References
영어 초록
This study tested the instructional effects of emotion regulation on achievement and self-efficacy in social studies on 7th-grade middle school students(N = 117, M = 60, F = 57). Emotion regulation strategies were taught to 59 students and 58 students were in the control group. From an ANCOVA controlling for learning anxiety among the upper 25% students of pretest achievement, the experimental group differed from the control group in post-test achievement and self-efficacy among the lower 25%, the former group significantly differed from the latter. From emotion regulation × learning anxiety ANOVAs, main effects of emotion regulation and learning anxiety were significant in achievement and self-efficacy. However, there was no interaction between emotion regulation and learning anxiety.
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