Return to References: Emotion factor page.
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.
Emotion Regulation Checklist (ER Checklist): (Shields & Cichetti, 1997): A parent questionnaire that includes an Emotion regulation scale
Multidimensional Anxiety Scale for Children (MASC): (March, 2013): A self-report and parent-report measure of the presence of anxiety for students aged eight to 19.
Aronson, J., & Good, C. (2003). The development and consequences of stereotype vulnerability in adolescents. In F. Pajares & T. Urdan (Eds.), Adolescence and education: Vol. 2. Academic motivation of adolescents (pp. 299–330). Greenwich, CT: Information Age.
Aspan, N., Bozsik, C., Gadoros, J., Nagy, P., Inantsy-Pap, J., Vida, P., & Halasz, J. (2014). Emotion recognition pattern in adolescent boys with attention-deficit/hyperactivity disorder. BioMed Research International, 2014.
Baas, M., De Dreu, C. K., & Nijstad, B. A. (2008). A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus?. Psychological Bulletin, 134(6), 779.
Barry, C. T., Sidoti, C. L., Briggs, S. M., Reiter, S. R., & Lindsey, R. A. (2017). Adolescent social media use and mental health from adolescent and parent perspectives. Journal of adolescence, 61, 1-11.
Beilock, S. L., Rydell, R. J., & McConnell, A. R. (2007). Stereotype threat and working memory: Mechanisms, alleviation, and spillover. Journal of Experimental Psychology: General, 136(2), 256-276.
Brunelle, K., Abdulle, S., & Gorey, K. M. (2020). Anxiety and depression among socioeconomically vulnerable students with learning disabilities: Exploratory meta-analysis. Child and Adolescent Social Work Journal, 37(4), 359-367.
Burke, P., & Elliott, M. (1999). Depression in pediatric chronic illness: A diathesis-stress model. Psychosomatics, 40(1), 5-17.
Camacho-Morles, J., Slemp, G. R., Oades, L. G., Morrish, L., & Scoular, C. (2019). The role of achievement emotions in the collaborative problem-solving performance of adolescents. Learning and Individual Differences, 70, 169-181.
Ciarrochi, J., Heaven, P. C., & Supavadeeprasit, S. (2008). The link between emotion identification skills and socio-emotional functioning in early adolescence: A 1-year longitudinal study. Journal of Adolescence, 31(5), 565-582.
Criss, M. M., Smith, A. M., Morris, A. S., Liu, C., & Hubbard, R. L. (2017). Parents and peers as protective factors among adolescents exposed to neighborhood risk. Journal of Applied Developmental Psychology, 53, 127-138.
De Looze, M. E., Cosma, A. P., Vollebergh, W. A., Duinhof, E. L., De Roos, S. A., van Dorsselaer, S. A. F. M., ... & Stevens, G. W. J. M. (2020). Trends over time in adolescent emotional wellbeing in the Netherlands, 2005-2017: links with perceived schoolwork pressure, parent-adolescent communication and bullying victimization. Journal of Youth and Adolescence, 49(10), 2124-2135.
del Villar Nash, C. (2011). Bullying, ethnic discrimination, or both? A phenomenological study of the experiences of immigrant adolescents. University of Toronto (Canada).
Duchesneau, N. (2020). Social, Emotional, and Academic Development through an Equity Lens. Education Trust.
Eisenberg, N., & Sulik, M. J. (2012). Emotion-related self-regulation in children. Teaching of Psychology, 39(1), 77-83.
Elmelid, A., Stickley, A., Lindblad, F., Schwab-Stone, M., Henrich, C. C., & Ruchkin, V. (2015). Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference? Journal of adolescence, 45, 174-182.
Erreygers, S., Vandebosch, H., Vranjes, I., Baillien, E., & De Witte, H. (2019). Feel good, do good online? Spillover and crossover effects of happiness on adolescents' online prosocial behavior. Journal of Happiness Studies, 20(4), 1241-1258.
Escobar-Viera, C. G., Shensa, A., Bowman, N. D., Sidani, J. E., Knight, J., James, A. E., & Primack, B. A. (2018). Passive and active social media use and depressive symptoms among United States adults. Cyberpsychology, Behavior, and Social Networking, 21(7), 437-443.
Ewe, L. P. (2019). ADHD symptoms and the teacher–student relationship: A systematic literature review. Emotional and Behavioural Difficulties, 24(2), 136-155.
Fattore, T., Mason, J., & Watson, E. (2007). Children's conceptualisation(s) of their well-being. Social Indicators Research, 80, 5-29.
Francis, D. A., Caruana, N., Hudson, J. L., & McArthur, G. M. (2019). The association between poor reading and internalising problems: A systematic review and meta-analysis. Clinical Psychology Review, 67, 45-60.
Froiland, J. M., Oros, E., Smith, L., & Hirchert, T. (2012). Intrinsic motivation to learn: The nexus between psychological health and academic success. Contemporary School Psychology: Formerly" The California School Psychologist", 16, 91-100.
Gard, A. M., Maxwell, A. M., Shaw, D. S., Mitchell, C., Brooks‐Gunn, J., McLanahan, S. S., ... & Hyde, L. W. (2021). Beyond family‐level adversities: Exploring the developmental timing of neighborhood disadvantage effects on the brain. Developmental Science, 24(1), e12985.
Garner, P. W., Mahatmya, D., Brown, E. L., & Vesely, C. K. (2014). Promoting desirable outcomes among culturally and ethnically diverse children in social emotional learning programs: A multilevel heuristic model. Educational Psychology Review, 26(1), 165-189.
Gladstone, G. L., Parker, G. B., & Malhi, G. S. (2006). Do bullied children become anxious and depressed adults?: A cross-sectional investigation of the correlates of bullying and anxious depression. The Journal of Nervous and Mental Disease, 194(3), 201-208.
Griffith, J. M., & Hankin, B. L. (2021). Affective benefits of parental engagement with adolescent positive daily life experiences. Journal of Youth and Adolescence, 50, 2036-2051.
Grosbras, M. H., Ross, P. D., & Belin, P. (2018). Categorical emotion recognition from voice improves during childhood and adolescence. Scientific Reports, 8(1), 14791.
Gruhn, M. A., & Compas, B. E. (2020). Effects of maltreatment on coping and emotion regulation in childhood and adolescence: A meta-analytic review. Child Abuse & Neglect, 103, 104446.
Gueldner, B. A., Feuerborn, L. L., Merrell, K. W., Castro-Olivo, S., d'Abreu, A., Furrer, J., & Widales-Benitez, O. (2020). One size does not fit all: Adapting social and emotional learning in our multicultural world. Social and Emotional Learning in the Classroom, Second Edition: Promoting Mental Health and Academic Success. Guilford Press.
Halberstadt, A. G., Castro, V. L., Chu, Q., Lozada, F. T., & Sims, C. M. (2018). Preservice teachers' racialized emotion recognition, anger bias, and hostility attributions. Contemporary Educational Psychology, 54, 125-138.
Hernandez, T. J., & Seem, S. R. (2004). A safe school climate: A systems approach and the school counselor. Professional School Counseling, 7, 256-262.
Hymel, S., Schonert-Reichl, K. A., & Miller, L. (2006). Reading, ‘riting, ‘rithmetic and relationships: Considering the social side of education. Exceptionality Education Canada, 16(3), 1-44.
Immordino-Yang, M.H. (2016). Emotion, sociality, and the brain's default mode network: Insights for educational practice and policy. Policy Insights from the Behavioral and Brain Sciences, 3(2), 211–219.
Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 480.
Ivcevic, Z., & Eggers, C. (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, 18(6), 3204.
Kim‐Spoon, J., Holmes, C., & Deater‐Deckard, K. (2015). Attention regulates anger and fear to predict changes in adolescent risk‐taking behaviors. Journal of Child Psychology and Psychiatry, 56(7), 756-765.
Kojima, E. (2007). Factors associated with second language anxiety in adolescents from different cultural backgrounds. University of Southern California.
Lawrence, K., Estrada, R. D., & McCormick, J. (2017). Teachers' experiences with and perceptions of students with attention deficit/hyperactivity disorder. Journal of Pediatric Nursing, 36, 141-148.
Lee, J. H., & Son, C. (2023). The Effect of negative emotion on concentration through emotional regulation: mediated moderation of Metacognitive Awareness. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 41(3), 663-675.
Levitt, M. (2019). Sensory processing patterns and emotion regulation in children presenting with externalizing behaviors.
Livingston, E. M., Siegel, L. S., & Ribary, U. (2018). Developmental dyslexia: Emotional impact and consequences. Australian Journal of Learning Difficulties, 23(2), 107-135.
Marusak, H. A., Martin, K. R., Etkin, A., & Thomason, M. E. (2015). Childhood trauma exposure disrupts the automatic regulation of emotional processing. Neuropsychopharmacology, 40(5), 1250-1258.
Matsumoto, D., Yoo, S. H., & Fontaine, J. (2008). Mapping expressive differences around the world: The relationship between emotional display rules and individualism versus collectivism. Journal of Cross-Cultural Psychology, 39(1), 55-74.
Mertoğlu, M. (2020). Factors affecting happiness of school children. Journal of Education and Training Studies, 8(3), 10.
Moran, T. P. (2016). Anxiety and working memory capacity: A meta-analysis and narrative review. Psychological Bulletin, 142(8), 831.
Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44(1), 3-17.
Nemiary, D., Shim, R., Mattox, G., & Holden, K. (2012). The relationship between obesity and depression among adolescents. Psychiatric Annals, 42(8), 305-308.
Newman, B. M., Lohman, B. J., & Newman, P. R. (2007). Peer group membership and a sense of belonging: their relationship to adolescent behavior problems. Adolescence, 42(166).
Nojavanasghari, B., Baltrusaitis, T., Hughes, C. E., & Morency, L. P. (2016). The Future Belongs to the Curious: Towards Automatic Understanding and Recognition of Curiosity in Children. WOCCI, 16-22.
Oberle, E., Ji, X. R., Kerai, S., Guhn, M., Schonert-Reichl, K. A., & Gadermann, A. M. (2020). Screen time and extracurricular activities as risk and protective factors for mental health in adolescence: A population-level study. Preventive Medicine, 141, 106291.
Offer, S. (2013). Assessing the relationship between family mealtime communication and adolescent emotional well-being using the experience sampling method. Journal of Adolescence, 36(3), 577-585.
Okonofua, J. A., & Eberhardt, J. L. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26(5), 617-624.
Oram, R., Ryan, J., Rogers, M., & Heath, N. (2017). Emotion regulation and academic perceptions in adolescence. Emotional and Behavioural Difficulties, 22(2), 162-173.
Osborne, J. W. (2001). Testing stereotype threat: Does anxiety explain race and sex differences in achievement? Contemporary Educational Psychology, 26(3), 291-310.
Pandey, A., Hale, D., Das, S., Goddings, A. L., Blakemore, S. J., & Viner, R. M. (2018). Effectiveness of universal self-regulation–based interventions in children and adolescents: A systematic review and meta-analysis. JAMA Pediatrics, 172(6), 566-575.
Patel, N., Vytal, K., Pavletic, N., Stoodley, C., Pine, D. S., Grillon, C., & Ernst, M. (2016). Interaction of threat and verbal working memory in adolescents. Psychophysiology, 53(4), 518-526.
Pekrun, R. (2017). Emotion and achievement during adolescence. Child Development Perspectives, 11(3), 215-221.
Pinquart, M., & Pfeiffer, J. P. (2011). Bullying in German adolescents: Attending special school for students with visual impairment. British Journal of Visual Impairment, 29(3), 163-176.
Priest, N., Paradies, Y., Trenerry, B., Truong, M., Karlsen, S., & Kelly, Y. (2013). A systematic review of studies examining the relationship between reported racism and health and wellbeing for children and young people. Social Science & Medicine, 95, 115-127.
Quas, J. A., Rush, E. B., Yim, I. S., Edelstein, R. S., Otgaar, H., & Smeets, T. (2016). Stress and emotional valence effects on children's versus adolescents' true and false memory. Memory, 24(5), 696-707.
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Rowsell, H. C., Ciarrochi, J., Deane, F. P., & Heaven, P. C. (2016). Emotion identification skill and social support during adolescence: A three‐year longitudinal study. Journal of Research on Adolescence, 26(1), 115-125.
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.
Schleider, J., & Weisz, J. (2018). A single‐session growth mindset intervention for adolescent anxiety and depression: 9‐month outcomes of a randomized trial. Journal of Child Psychology and Psychiatry, 59(2), 160-170.
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Shany, M., Wiener, J., & Feingold, L. (2011). Knowledge about and preoccupation with reading disabilities: A delicate balance. Journal of Learning Disabilities, 44(1), 80-93.
Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906-916.
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.
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