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Systematic Observation of Emotional Regulation in the School Classroom: A Contribution to the Mental Health of New Generations

Author

Listed:
  • Marina Alarcón-Espinoza

    (Psychology Department, Universidad de La Frontera, Temuco 4780000, Chile)

  • Paula Samper-Garcia

    (Basic Psychology Department, Universitat de València, 46010 Valencia, Spain)

  • M. Teresa Anguera

    (Faculty of Psychology, University of Barcelona, 08028 Barcelona, Spain)

Abstract

Emotional regulation is a developmental milestone, as it promotes well-being throughout life. Children between 10 and 12 years old are expected to reach capacities that allow them to regulate themselves emotionally, the school context being a natural setting for this challenge. With the objective of analyzing the forms of expression and regulation of emotions that are observed in the school classroom, this research was conducted through a mixed methods study that systematically observed nine classes during five sessions each. The design was Nomothetic, Follow-up and Multidimensional; the observations were recorded on audio and in person and were later transformed into data by coding them according to an ad hoc designed instrument. The concordance of the records was evaluated, a sequential analysis of delays (GSEQ5) was performed to detect regularities and existing sequences, and a polar coordinate analysis (HOISAN) observed the relationships between the categories. Finally, the presence of multiple cases was detected. The results detail the ways in which different actors express emotions and interact, regulating the emotions of other people. The results are discussed based on the need to foster educational intentionality and allow students’ emotional self-regulation.

Suggested Citation

  • Marina Alarcón-Espinoza & Paula Samper-Garcia & M. Teresa Anguera, 2023. "Systematic Observation of Emotional Regulation in the School Classroom: A Contribution to the Mental Health of New Generations," IJERPH, MDPI, vol. 20(8), pages 1-14, April.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:8:p:5595-:d:1128454
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    References listed on IDEAS

    as
    1. Susana Lucas-Mangas & Lorena Valdivieso-León & Ivette Margarita Espinoza-Díaz & Jordi Tous-Pallarés, 2022. "Emotional Intelligence, Psychological Well-Being and Burnout of Active and In-Training Teachers," IJERPH, MDPI, vol. 19(6), pages 1-10, March.
    2. Zhiya Hua & Dandan Ma, 2022. "Depression and Perceived Social Support among Unemployed Youths in China: Investigating the Roles of Emotion-Regulation Difficulties and Self-Efficacy," IJERPH, MDPI, vol. 19(8), pages 1-15, April.
    3. Joahana Segundo & Arthur L. Cantos & Gabriela Ontiveros & K. Daniel O’Leary, 2022. "Risk Factors of Female-Perpetrated Intimate Partner Violence among Hispanic Young Adults: Attachment Style, Emotional Dysregulation, and Negative Childhood Experiences," IJERPH, MDPI, vol. 19(21), pages 1-18, October.
    Full references (including those not matched with items on IDEAS)

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