Emotion regulation in primary school children: A systematic review

Juliane Schlesier, Ingo Roden and Barbara Moschner

Children and Youth Services Review, 2019, vol. 100, issue C, 239-257

Abstract: 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.

Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:100:y:2019:i:c:p:239-257

DOI: 10.1016/j.childyouth.2019.02.044

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