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Emotion regulation in primary school children: A systematic review

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  • Schlesier, Juliane
  • Roden, Ingo
  • Moschner, Barbara

Abstract

In the last decade, much research has focused on children's ‘emotion regulation’ (ER) in school contexts. This has resulted in a wealth of studies – a collection that has not been systematized until now. In pursuing this goal, the present systematic review has generated a total of 2, 617 results from 18 relevant databases, reflecting a detailed research literature review of the publishing peak years from 2011 until 2016. After reviewing the abstracts and conducting a full publication screening within a PICO table, 14 studies remained. The results of the evidence-based quality assessment show that the effects of school intervention programs on children's ER are rarely reported. It turns out that teacher-student-interaction is important, so it should be improved and integrated into intervention programs in order to subsequently examine their effectiveness.

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  • Schlesier, Juliane & Roden, Ingo & Moschner, Barbara, 2019. "Emotion regulation in primary school children: A systematic review," Children and Youth Services Review, Elsevier, vol. 100(C), pages 239-257.
    • Handle: RePEc:eee:cysrev:v:100:y:2019:i:c:p:239-257
    DOI: 10.1016/j.childyouth.2019.02.044
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    Cited by:

    1. Ainara Aranberri-Ruiz & Aitor Aritzeta & Amaiur Olarza & Goretti Soroa & Rosa Mindeguia, 2022. "Reducing Anxiety and Social Stress in Primary Education: A Breath-Focused Heart Rate Variability Biofeedback Intervention," IJERPH, MDPI, vol. 19(16), pages 1-14, August.

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