Examining the Relationships Between Parental Meta-Emotion Philosophy, Emotion Regulation, and Academic Motivation
| dc.contributor.author | Chase, Molly | |
| dc.date.accessioned | 2018-12-03T17:15:35Z | |
| dc.date.available | 2018-12-03T17:15:35Z | |
| dc.date.issued | 2018-09 | |
| dc.description.abstract | The purpose of the current study was to fill a gap in the current literature by examining a theoretical model hypothesizing that parental meta-emotion philosophy is related to emotion regulation abilities in children and that this relationship indirectly and directly predicts children’s academic motivation. Researchers suggest that a similar model linking parental meta-emotion philosophy, emotion regulation, and academic achievement exists, providing support for the framework of this novel conceptual model. To test this model, children in grades four to six in schools in New Brunswick and their parents/caregivers were recruited. Children were asked to complete a self-report measure of academic motivation and parents/caregivers were asked to complete a measure of parental meta-emotion philosophy and a measure assessing their child’s emotion regulation abilities. Correlational analyses were conducted to assess whether all variables in the model were related to one another, and hierarchical regressions were conducted to assess whether parental meta-emotion philosophy and children’s emotion regulation abilities predict children’s academic motivation. Results suggest that parental meta-emotion philosophy is related to children’s emotion regulation abilities and academic motivation, children’s emotion regulation abilities are related to their academic motivation, and together, parental meta-emotion philosophy and children’s emotion regulation abilities predict academic motivation and a motivation. The results of the study provide implications for future research, contribute to parental meta-emotion philosophy research, and further strengthen the argument that parental meta-emotion philosophy is an important predictor of positive child outcomes. Results also have implications for parents and school psychologists by providing them with information regarding how to help children achieve positive outcomes. | en_US |
| dc.format.availability | Full-text | en_US |
| dc.identifier.uri | https://hdl.handle.net/10587/1934 | |
| dc.language.iso | en | en_US |
| dc.publisher | Mount Saint Vincent University | en_US |
| dc.subject | Parental meta-emotion philosophy, emotion regulation, academic motivation. | en_US |
| dc.title | Examining the Relationships Between Parental Meta-Emotion Philosophy, Emotion Regulation, and Academic Motivation | en_US |
| dc.type | Thesis | en_US |