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Title: Evaluating the impact of a whole-class intervention designed to promote emotion regulation for learning with 9-10-year old children
Author: Rowley, Janet
ISNI:       0000 0004 5355 1551
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2015
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: BF Psychology ; LB1501 Primary Education