Emotion Regulation as a Mediator: Can an Emotion Regulation Intervention Improve Student Emotional Wellness?
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| Title: | Emotion Regulation as a Mediator: Can an Emotion Regulation Intervention Improve Student Emotional Wellness? |
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| Language: | English |
| Authors: | Beth Shurtleff |
| Source: | ProQuest LLC. 2023Ed.D. Dissertation, The Chicago School of Professional Psychology. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 121 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Psychological Patterns, Emotional Response, Self Control, Intervention, Wellness, Middle School Students, Outcomes of Treatment, Scores, Student Improvement, Multi Tiered Systems of Support |
| ISBN: | 979-83-8116-575-3 |
| Abstract: | This mixed-methods, action research study investigated the relationship between an emotion regulation intervention and the self-rated emotional wellness of middle school students. Research regarding emotion regulation, the process of interrupting and redirecting the emotion generation process, has blossomed over the past few decades, with findings that support emotion regulation skills as having a positive impact on wellness and behavior. This study involved implementing an emotion regulation intervention in the form of daily emotion regulation lessons for 1 month in a virtual learning program. Students were in Grades 6-8 and participated in the intervention for 22 school days. Each day, the students were invited to complete a daily wellness check-in, which gathered data regarding their self-perceived wellness. Teachers who implemented the lessons also completed surveys, providing qualitative data. The findings indicate that the intervention implemented over time was related to improved daily wellness check-in scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30687372 |
| Accession Number: | ED640616 |
| Database: | ERIC |
| Abstract: | This mixed-methods, action research study investigated the relationship between an emotion regulation intervention and the self-rated emotional wellness of middle school students. Research regarding emotion regulation, the process of interrupting and redirecting the emotion generation process, has blossomed over the past few decades, with findings that support emotion regulation skills as having a positive impact on wellness and behavior. This study involved implementing an emotion regulation intervention in the form of daily emotion regulation lessons for 1 month in a virtual learning program. Students were in Grades 6-8 and participated in the intervention for 22 school days. Each day, the students were invited to complete a daily wellness check-in, which gathered data regarding their self-perceived wellness. Teachers who implemented the lessons also completed surveys, providing qualitative data. The findings indicate that the intervention implemented over time was related to improved daily wellness check-in scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-8116-575-3 |
