The Role of Knowledge and Skills for Managing Emotions in Adaptation to School: Social Behavior and Misconduct in the Classroom

Autor/inn/en	Lopes, Paulo N.; Mestre, Jose M.; Guil, Rocio; Kremenitzer, Janet Pickard; Salovey, Peter
Titel	The Role of Knowledge and Skills for Managing Emotions in Adaptation to School: Social Behavior and Misconduct in the Classroom
Quelle	In: American Educational Research Journal, 49 (2012) 4, S.710-742 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831212443077
Schlagwörter	Foreign Countries; Student Adjustment; Social Behavior; Student School Relationship; Teacher Student Relationship; Self Management; Cognitive Ability; Emotional Intelligence; Secondary School Students; Demography; Personality Traits; Vignettes; Situational Tests; Spain + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Social behaviour; Soziales Verhalten; Schüler-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstmanagement; Denkfähigkeit; Emotionale Intelligenz; Sekundarschüler; Demografie; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Situationsansatz; Spanien
Abstract	Students' ability to evaluate emotionally challenging situations and identify effective strategies for managing emotions in themselves and others was negatively related to poor classroom social behavior across three studies. These studies, involving 463 students from two Spanish high schools and one American university, examined indicators of adaptation to school based on teacher ratings and official school records. Relationships between the ability to manage emotions, measured with a situational judgment test, and indicators of social adaptation to school remained significant or marginally significant after controlling for demographic factors, personality traits, and indicators of cognitive ability. These findings suggest that emotion regulation knowledge and skills that can be taught explain important aspects of socio-emotional adaptation to school over and above other relevant constructs. (Contains 8 notes and 1 table.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10