Schlesier, Juliane and Roden, Ingo and Moschner, Barbara (2019) Emotion regulation in primary school children: a systematic review. Children and youth services review (100). pp. 239-257. ISSN 0190-7409

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In the last decade, much research has focused on children's ‘emotion regulation’ (ER) in school contexts. This has resulted in a wealth of studies – a collection that has not been systematized until now. In pursuing this goal, the present systematic review has generated a total of 2, 617 results from 18 relevant databases, reflecting a detailed research literature review of the publishing peak years from 2011 until 2016. After reviewing the abstracts and conducting a full publication screening within a PICO table, 14 studies remained. The results of the evidence-based quality assessment show that the effects of school intervention programs on children's ER are rarely reported. It turns out that teacher-student-interaction is important, so it should be improved and integrated into intervention programs in order to subsequently examine their effectiveness.

Item Type: Article
Uncontrolled Keywords: Emotion regulation, primary school, systematic review
Subjects: Philosophy and psychology > Psychology
Social sciences > Education
Divisions: School of Educational and Social Sciences > Department of Educational Sciences
Date Deposited: 23 Mar 2021 12:22
Last Modified: 23 Mar 2021 12:22
URN: urn:nbn:de:gbv:715-oops-51040
DOI: 10.1016/j.childyouth.2019.02.044

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