Measures and References: Emotion

Return to Emotion factor page.

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.

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

Elementary Reading Attitude Survey (McKenna & Kear, 1990): Assess enjoyment of reading with 20 items self-report on attitudes toward both recreational and academic reading

References

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.

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.

Blicher, S., Feingold, L., & Shany, M. (2017). The role of trait anxiety and preoccupation with reading disabilities of children and their mothers in predicting children's reading comprehension. Journal of Learning Disabilities, 50(3), 309-321.

Bolaños, C., Gomez, M. M., Ramos, G., & Rios del Rio, J. (2015). Developmental risk signals as a screening tool for early identification of sensory processing disorders. Occupational Therapy International, 23(2), 154-164.

Boyd, K. S. (2004). The association between student perceptions of safety and academic achievement: The mediating effects of absenteeism. Paper presented at the annual meeting of the American Sociological Association, San Francisco, CA.

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.

Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22(4), 489-510.

Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57, 194-201.

DePrince, A. P., Weinzierl, K. M., & Combs, M. D. (2009). Executive function performance and trauma exposure in a community sample of children. Child Abuse & Neglect, 33(6), 353-361.

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.

Garner, P. W., Jones, D. C., & Miner, J. L. (1994). Social competence among low-income preschoolers: Emotion socialization practices and social cognitive correlates. Child Development, 65, 622-637.

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.

Graves Jr, S. L., Herndon-Sobalvarro, A., Nichols, K., Aston, C., Ryan, A., Blefari, A., ... & Prier, D. (2017). Examining the effectiveness of a culturally adapted social-emotional intervention for African American males in an urban setting. School Psychology Quarterly, 32(1), 62.

Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children's early academic success. Journal of School Psychology, 45(1), 3-19.

Grills-Taquechel, A. E., Fletcher, J. M., Vaughn, S. R., & Stuebing, K. K. (2012). Anxiety and reading difficulties in early elementary school: Evidence for unidirectional-or bi-directional relations? Child Psychiatry & Human Development, 43(1), 35-47.

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.

Hartley, B. L., & Sutton, R. M. (2013). A stereotype threat account of boys' academic underachievement. Child Development, 84(5), 1716-1733.

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.

Judge, S., & Jahns, L. (2007). Association of overweight with academic performance and social and behavioral problems: an update from the early childhood longitudinal study. Journal of School Health, 77(10), 672-678.

Kusché, C. A. (1985). The understanding of emotion concepts by deaf children: An assessment of an affective curriculum (Unpublished doctoral dissertation). University of Washington, Seattle, WA.

Lehmkuhl, G., Wiater, A., Mitschke, A., & Fricke-Oerkermann, L. (2008). Sleep disorders in children beginning school: Their causes and effects. Deutsches Ärzteblatt International, 105(47), 809-814.

Livingston, E. M., Siegel, L. S., & Ribary, U. (2018). Developmental dyslexia: Emotional impact and consequences. Australian Journal of Learning Difficulties, 23(2), 107-135.

Macedo, D. M., Smithers, L. G., Roberts, R. M., Paradies, Y., & Jamieson, L. M. (2019). Effects of racism on the socio-emotional wellbeing of Aboriginal Australian children. International Journal for Equity in Health, 18(1), 1-16.

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

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.

McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.

Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44(1), 3-17.

Pellegrini, A. D., & Galda, L. (1991). Longitudinal relations among preschoolers' symbolic play, metalinguistic verbs, and emergent literacy. Play and Early Literacy Development, 47-67.

Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M. W., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2019). Reading Anxiety: An early affective impediment to children's success in reading. Journal of Cognition and Development, 20(1), 15-34.

Rand, M. K., & Morrow, L. M. (2021). The contribution of play experiences in early literacy: Expanding the science of reading. Reading Research Quarterly, 56, S239-S248.

Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26(2), 182-191.

Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. _School Psychology Quarterly, 24(_4), 211-223.

Schwartz, D., Gorman, A. H., Nakamoto, J., & Toblin, R. L. (2005). Victimization in the peer group and children's academic functioning. Journal of Educational Psychology, 97(3), 425 - 435.

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.

Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.

The Education Trust. (August, 2020). Social, emotional, and academic development through an equity lens. Washington, DC.

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.

Tsovili, T.D. (2004). The relationship between language teachers' attitudes and the state-trait anxiety of adolescents with dyslexia. Journal of Research in Reading, 27(1), 69-86.

Van Bergen, P., Wall, J., & Salmon, K. (2015). The good, the bad, and the neutral: The influence of emotional valence on young children's recall. Journal of Applied Research in Memory and Cognition, 4(1), 29-35.

Vannest, K. J., Harrison, J. R., Temple-Harvey, K., Ramsey, L., & Parker, R. I. (2011). Improvement rate differences of academic interventions for students with emotional and behavioral disorders. Remedial and Special Education, 32(6), 521-534.

Wasserberg, M. J. (2014). Stereotype threat effects on African American children in an urban elementary school. The Journal of Experimental Education, 82(4), 502-517.

Wechsler, D. (1992). Wechsler preschool and primary scale of intelligence - Revised. San Antonio, TX: The Psychological Corporation.

Whitted, K. S., & Dupper, D. R. (2005). Best practices for preventing or reducing bullying in schools. Children & Schools, 27, 167-173.