Dissertations and Theses @ UNI

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Open Access Thesis

Abstract

Emotion regulation is a concept that has existed within the literature for decades, but the presence of emotion regulation programs in schools is a relatively new concept in research (Durlak et al., 2011). Research suggests that emotional regulation skills are related to improved peer relationships and academic success (Denham & Brown, 2010; Durlak et al., 2011). Students who exhibited well-adjusted, or adaptive, emotion regulation had better peer relationships and were more productive and accurate when completing academic tasks (Denham & Brown, 2010; Dvir et al., 2014; Kim & Cicchetti, 2010; Kim‐Spoon et al., 2013; Lereya et al., 2015). For this reason, many schools have implemented programs designed to teach students adaptive emotion regulation strategies (Dingle et al., 2016; Hammond et al., 2009; Houck et al., 2015, 2016; 2018; Metz et al., 2013; Westhues et al., 2009).

Year of Submission

2021

Degree Name

Specialist in Education

Department

Department of Educational Psychology, Foundations, and Leadership Studies

First Advisor

Nicole Skaar, Chair, Thesis Committee

Date Original

12-2021

Object Description

1 PDF file (v, 34 pages)

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Language

EN

File Format

application/pdf

Available for download on Friday, November 12, 2021

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