Performance-tested ERA and teacher-observed emotion regulation are only modestly correlated (r = 0.22), suggesting they measure distinct constructs¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i2medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 ERA and teacher-observed emotion regulation were significantly correlated at r = 0.22 (p = 0.001), a low correlation indicating the two measures capture somewhat distinct attributes. → Ivcevic Zorana; Eggers Catherine 2021
Evidence¶
Ivcevic Zorana; Eggers Catherine 2021¶
Ivcevic Zorana; Eggers Catherine. (2021). Emotion Regulation Ability: Test Performance and Observer Reports in Predicting Relationship, Achievement and Well-Being Outcomes in Adolescents. International Journal of Environmental Research and Public Health. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8003666/
q3 · i2 · associational · r2
Zero-order correlation analysis in the 220-student sample showed "ERA and teacher-observed emotion regulation were significantly correlated, although the correlation was rather low (r = 0.22, p = 0.001)". The authors interpret this as evidence the measures capture distinct constructs: potential versus enacted behavior.
"As expected, ERA and teacher-observed emotion regulation were significantly correlated, although the correlation was rather low (r = 0.22, p = 0.001)."
Discussion¶
Related Claims¶
- Emotion regulation variables predict interpersonal outcomes (peer nominations of understanding others and leadership potential) beyond Big Five traits and gender — related
- Emotion regulation variables predict academic outcomes (GPA and academic honors) beyond Big Five personality traits and gender in high school students — related
- Emotion regulation variables do not predict overall subjective happiness beyond Big Five traits and gender, and only performance-tested ERA predicts school satisfaction — related
- Teacher-observed emotion regulation correlates with academic outcomes more strongly than performance-tested ERA does — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
era-and-observer-reports-low-correlation |
title |
Performance-tested ERA and teacher-observed emotion regulation are only modestly correlated (r = 0.22), suggesting they measure distinct constructs |
description |
Performance-tested ERA and teacher-observed emotion regulation are only modestly correlated (r = 0.22), suggesting they measure distinct constructs |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
recheck_by |
2024 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ivcevic-zorana-eggers-catherine-2021 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.