Emotion regulation variables predict academic outcomes (GPA and academic honors) beyond Big Five personality traits and gender in high school students¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Performance-tested ERA and teacher-observed emotion regulation each independently predict year-end GPA and academic honors after controlling for Big Five traits and gender. → Ivcevic Zorana; Eggers Catherine 2021 q3 i? Adding emotion regulation variables to models containing Big Five traits and gender significantly increases explained variance for both GPA (ΔR2 = 0.084) and academic honors (ΔR2 = 0.105). → 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 multiple regression in a sample of 220 high school students showed that adding emotion regulation variables in Step 2 significantly increased explained variance for "academic success variables, supporting Hypothesis 1" with ΔR2 = 0.084 for GPA and ΔR2 = 0.105 for academic honors.

"In Step 2, in addition to Conscientiousness and gender, emotion regulation variables predicted both academic success variables, supporting Hypothesis 1 (ΔR2 = 0.084, p < 0.001, and ΔR2 = 0.105, p < 0.001, for GPA and academic honors, respectively)."

Ivcevic Zorana; Eggers Catherine 2021 (2)¶

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

The same regression analyses showed both measures were independent predictors: "performance-tested ERA (GPA: β = 0.18, p = 0.02; academic honors: β = 0.17, p = 0.018)" and teacher-reports with β = 0.26 for GPA and β = 0.30 for academic honors.

"Furthermore, academic outcomes were independently predicted by both performance-tested ERA (GPA: β = 0.18, p = 0.02; academic honors: β = 0.17, p = 0.018) and teacher-reports of student emotion regulation (GPA: β = 0.26, p < 0.001; academic honors: β = 0.30, p < 0.001)."

Discussion¶

Related Claims¶

• Performance-tested ERA and teacher-observed emotion regulation are only modestly correlated (r = 0.22), suggesting they measure distinct constructs — 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
• Emotion regulation variables predict interpersonal outcomes (peer nominations of understanding others and leadership potential) beyond Big Five traits and gender — related
• Teacher-observed emotion regulation correlates with academic outcomes more strongly than performance-tested ERA does — related
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — related
• Of the Big Five personality traits, only conscientiousness (r = .22) and openness (r = .13) correlate appreciably with mathematics achievement — related
• Trait self-control is significantly associated with major GPA beyond fluid reasoning and conscientiousness in vocational trainees — related
• Trait emotional intelligence showed no significant association with university GPA, despite correlating with engagement, SRL strategies and self-efficacy — related
• An emotion-control strategy is expected to lower state anxiety early in training, with a stronger negative relationship for trainees high in trait anxiety — related
• Stable Dispositions such as conscientiousness predict academic success partly through effort, with some independence from cognitive ability — related
• Achievement emotion regulation strategies relate to well-being, health, and academic achievement across three studies — related