Achievement emotions and related antecedents such as emotion regulation strategies have recently roused particular interest for both their theoretical and applied importance (Pekrun & Linnenbrink-Garcia, 2014). Notwithstanding the large amount of studies focused on the development of emotion regulation abilities, scarce attention has been paid to specific interventions aiming at developing them within learning contexts. Therefore, we involved 62 eight-graders (included in an experimental or in a control group) to test the efficacy of a two-unit intervention program aiming at fostering abilities to regulate five negative achievement emotions, embedded within the domain of Italian. In a pre and in a post-intervention phase, we measured students’ abilities to report functional emotion regulation strategies, the intensity of ten achievement emotions related to Italian, and students’ emotion regulation abilities in non-school contexts. Only for the experimental group, after the intervention the number of spontaneously reported functional strategies increased, while the intensity of anxiety and anger related to Italian decreased. However, emotion regulation abilities related to non-school contexts did not vary. Acknowledging limitations such as the short duration of the intervention or the absence of generalizability of its effects to non-school contexts, we provided evidence-based indications on the goodness of the proposed program. From an applied perspective, our findings encourage the development of further intervention programs involving also younger students, based on the awareness of the role played by achievement emotions within school contexts.
An intervention fostering abilities to regulate achievement emotions with secondary school students
RACCANELLO, Daniela
2017-01-01
Abstract
Achievement emotions and related antecedents such as emotion regulation strategies have recently roused particular interest for both their theoretical and applied importance (Pekrun & Linnenbrink-Garcia, 2014). Notwithstanding the large amount of studies focused on the development of emotion regulation abilities, scarce attention has been paid to specific interventions aiming at developing them within learning contexts. Therefore, we involved 62 eight-graders (included in an experimental or in a control group) to test the efficacy of a two-unit intervention program aiming at fostering abilities to regulate five negative achievement emotions, embedded within the domain of Italian. In a pre and in a post-intervention phase, we measured students’ abilities to report functional emotion regulation strategies, the intensity of ten achievement emotions related to Italian, and students’ emotion regulation abilities in non-school contexts. Only for the experimental group, after the intervention the number of spontaneously reported functional strategies increased, while the intensity of anxiety and anger related to Italian decreased. However, emotion regulation abilities related to non-school contexts did not vary. Acknowledging limitations such as the short duration of the intervention or the absence of generalizability of its effects to non-school contexts, we provided evidence-based indications on the goodness of the proposed program. From an applied perspective, our findings encourage the development of further intervention programs involving also younger students, based on the awareness of the role played by achievement emotions within school contexts.
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