Measures and References: Emotion

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Emotional Clarity Questionnaire (Flynn & Rudolph, 2010): Seven item self-report questionnaire that assesses adolescents' perceived emotional clarity, or how they experience their feelings

Multidimensional Anxiety Scale for Children (MASC) (March, 2013): Assesses through self-report and parent-report the presence of anxiety for students eight to 19 years old

Mathematics Anxiety Scale for Children (Chiu & Henry, 1990): A 22 item measure where students rate their level of nervousness doing math-related activities in school

References

Alliance for Excellent Education. (2018). Science of adolescent learning: How body and brain development affect student learning. Retrieved from https://all4ed.org/science-of-adolescent-learning-body-brain-development/

Alloy, L. B., Hamilton, J. L., Hamlat, E. J., & Abramson, L. Y. (2016). Pubertal development, emotion regulatory styles, and the emergence of sex differences in internalizing disorders and symptoms in adolescence. Clinical Psychological Science, 4(5), 867-881.

Aparicio, E., Canals, J., Arija, V., De Henauw, S., & Michels, N. (2016). The role of emotion regulation in childhood obesity: Implications for prevention and treatment. Nutrition Research Reviews, 29(1), 17-29.

Barrie, R. E., Langrehr, K., Jeremie-Brink, G., Alder, N., Hewitt, A., & Thomas, A. (2016). Stereotypical beliefs and psychological well-being of African American adolescent girls: Collective self-esteem as a moderator. Counselling Psychology Quarterly, 29(4), 423-442.

Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), 111-127.

Boaler, J. O., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110(3), 608-645.

Chiu, L. H., & Henry, L. L. (1990). Development and validation of the Mathematics Anxiety Scale for Children. Measurement and Evaluation in Counseling and Development, 23(3), 121-127.

Cleary, T. J., & Chen, P. P. (2009). Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context. Journal of School Psychology, 47(5), 291-314.

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: CASEL.

Davidson, L. M., & Demaray, M. K. (2007). Social support as a moderator between victimization and internalizing-externalizing distress from bullying. School Psychology Review, 36(3), 383-405.

Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305-316.

Flynn, M., & Rudolph, K. D. (2010). The contribution of deficits in emotional clarity to stress responses and depression. Journal of Applied Developmental Psychology, 31(4), 291-297.

Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26(1), 52-58.

Fredriksen, K., Rhodes, J., Reddy, R., & Way, N. (2004). Sleepless in Chicago: Tracking the effects of adolescent sleep loss during the middle school years. Child Development, 75(1), 84-95.

Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 33-46.

Houben, M., Van Den Noortgate, W., & Kuppens, P. (2015). The relation between short-term emotion dynamics and psychological well-being: A meta-analysis. Psychological Bulletin, 141(4), 901-930.

Hyndman, B., Benson, A. C., Lester, L., & Telford, A. (2017). Is there a relationship between primary school children's enjoyment of recess physical activities and health-related quality of life? A cross-sectional exploratory study. Health Promotion Journal of Australia, 28(1), 37-43.

Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34(3), 240-249.

Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry, 51(6), 706-716.

Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), S13-S20.

Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97(2), 197-213.

Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128.

March, J.S. (2013). Multidimensional anxiety scale for children (2nd ed.). Toronto, Canada: Multi-health Systems.

Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60.

Mohammad, E. T., Shapiro, E. R., Wainwright, L. D., & Carter, A. S. (2015). Impacts of family and community violence exposure on child coping and mental health. Journal of Abnormal Child Psychology, 43(2), 203-215.

Pons, F., Harris, P. L., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127-152.

Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83-100.

Ramirez, G., Shaw, S.T., & Maloney, E.A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145-164.

Rubinsten, O., & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6(46), 1-13.

Santiago, C. D., Wadsworth, M. E., & Stump, J. (2011). Socioeconomic status, neighborhood disadvantage, and poverty-related stress: Prospective effects on psychological syndromes among diverse low-income families. Journal of Economic Psychology, 32(2), 218-230.

Schmader, T. (2010). Stereotype threat deconstructed. Current Directions in Psychological Science, 19(1), 14-18.

Silvers, J. A., McRae, K., Gabrieli, J. D., Gross, J. J., Remy, K. A., & Ochsner, K. N. (2012). Age-related differences in emotional reactivity, regulation, and rejection sensitivity in adolescence. Emotion, 12(6), 1235.

Theunissen, S. C., Rieffe, C., Kouwenberg, M., Soede, W., Briaire, J. J., & Frijns, J. H. (2011). Depression in hearing-impaired children. International Journal of Pediatric Otorhinolaryngology, 75(10), 1313-1317.

Trezise, K., & Reeve, R. A. (2014). Working memory, worry, and algebraic ability. Journal of Experimental Child Psychology, 121, 120-136.

Tulis, M., & Ainley, M. (2011). Interest, enjoyment and pride after failure experiences? Predictors of students' state-emotions after success and failure during learning in mathematics. Educational Psychology, 31(7), 779-807.

Veenman, M. V., Kerseboom, L., & Imthorn, C. (2000). Test anxiety and metacognitive skillfulness: Availability versus production deficiencies. Anxiety, Stress and Coping, 13(4), 391-412.