Teacher-observed emotion regulation correlates with academic outcomes more strongly than performance-tested ERA does¶

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? Teacher-observed emotion regulation showed higher zero-order correlations with GPA (r = 0.33) and academic honors (r = 0.38) than performance-tested ERA did (both r = 0.28). → 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

Zero-order correlations in the same sample showed "teacher-observed emotion regulation was correlated with both academic outcomes (GPA: r = 0.33, p < 0.001 and academic outcomes: r = 0.38, p < 0.001)" compared with r = 0.28 for ERA on both measures.

"Similar to performance-measured ERA, teacher-observed emotion regulation was correlated with both academic outcomes (GPA: r = 0.33, p < 0.001 and academic outcomes: r = 0.38, p < 0.001) and both interpersonal outcomes (understanding others: r = 0.19, p = 0.005 and leadership potential: r = 0.20, p = 0.003)."

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
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — related
• Secondary academic performance is predicted by cognitive ability more strongly than by curiosity — related
• Self-regulation and metacognition correlate strongly with mathematics achievement (r = .42 and .37) — related
• Other-reports of teacher personality are more strongly associated with teacher outcomes than self-reports — 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