Emotion regulation variables do not predict overall subjective happiness beyond Big Five traits and gender, and only performance-tested ERA predicts school satisfaction¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Step 2 emotion regulation variables did not significantly predict subjective happiness (ΔR2 = 0.003, p = 0.616) or school satisfaction (ΔR2 = 0.022, p = 0.065). → Ivcevic Zorana; Eggers Catherine 2021 q3 i? School satisfaction was significantly predicted by performance ERA (β = 0.16, p = 0.027) but not teacher observations of emotion regulation (β = 0.04, p = 0.603). → 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 · i? · associational · r2

Hierarchical regression showed Step 2 variables "did not significantly predict affective well-being outcomes" with ΔR2 = 0.003 for happiness and ΔR2 = 0.022 for school satisfaction; only "performance ERA, β = 0.16, p = 0.027" predicted school satisfaction.

"Step 2 variables did not significantly predict affective well-being outcomes (subjective happiness: ΔR2 = 0.003, p = 0.616; school satisfaction: ΔR2 = 0.022, p = 0.065); thus, Hypothesis 1 was not supported). School satisfaction was significantly predicted by performance ERA, β = 0.16, p = 0.027 but not teacher observations of emotion regulation, β = 0.04, p = 0.603."

Discussion¶

Related Claims¶

• 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 predict interpersonal outcomes (peer nominations of understanding others and leadership potential) beyond Big Five traits and gender — related
• Performance-tested ERA and teacher-observed emotion regulation are only modestly correlated (r = 0.22), suggesting they measure distinct constructs — related
• Students at Oakland International High School report a strong sense of community, close relationships, and happiness at school — related
• Teacher-observed emotion regulation correlates with academic outcomes more strongly than performance-tested ERA does — related