The moderating role of emotional engagement on the relation of anger regulation with later achievement in elementary school

The objective of this study was to understand if and for whom anger regulation relates to later reading and math achievement. The sample included 267 upper elementary school students from two schools (5% Asian, 10% Black, 6% Latinx, 17% Multiethnic/Other, and 62% White; 36% dual language learner; 60...

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Bibliographic Details
Published in:School psychology international 2023-02, Vol.44 (1), p.23-47
Main Authors: O’Neal, Colleen R., Meyering, Kristin, Babaturk, Leyla, Gosnell, Nicole, Weinberg, Hayley
Format: Article
Language:English
Subjects:
Academic achievement
Achievement
Anger
Correlation
Elementary School Students
Elementary schools
Emotional regulation
Emotional Response
Grade 3
Grade 4
Grade 5
Mathematics Achievement
Moderation
Psychological Patterns
Reading Achievement
School psychologists
Self Control
Teachers
Withdrawal (Psychology)
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Summary:The objective of this study was to understand if and for whom anger regulation relates to later reading and math achievement. The sample included 267 upper elementary school students from two schools (5% Asian, 10% Black, 6% Latinx, 17% Multiethnic/Other, and 62% White; 36% dual language learner; 60% female; average age = 9.7 years). Self-reported anger regulation and self- and teacher-reported emotional engagement were assessed. Then, reading and math standardized achievement were tested by the schools approximately three months later. Latent variable path analyzes suggested that withdrawal when experiencing anger (“anger withdraw”) had a significant, positive relation with later reading and math achievement outcomes, when controlling for other anger regulation strategies and demographics. Latent student- and teacher-reported emotional engagement moderated the relation of anger withdraw with later reading achievement. Discussion centers on anger regulation, moderation, and implications of anger regulation for school psychologists.
ISSN:0143-0343
1461-7374
DOI:10.1177/01430343221116297