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Pages:
7 pages/≈1925 words
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6 Sources
Level:
APA
Subject:
Psychology
Type:
Lab Report
Language:
English (U.S.)
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MS Word
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Total cost:
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Topic:

Role of Emotion Regulation in Children’s Education (Lab Report Sample)

Instructions:

Practical Report Guidance
This guidance has been developed by Dr Helen Drew from materials written by Dr Jennifer Mankin for a previous module.
Style and Format
Write up your practical report as a scientific paper, using a style and format like an article published in a high-quality psychology journal.
Use a minimum size 11 font and at least 1.5 line spacing. Common fonts include Arial and Times New Roman.
You should write your report in American Psychological Association (APA) style. There is an optional APA template Download APA templatethat you can use. PLEASE NOTE: the formatting is in APA style, but the optional subheadings are not in a specific place - you may not wish to use them at all, or use more of them. They are simply there to show you the format of different levels of subheadings. Similarly it is not designed to indicate how long different parts of your report should be either!)
Prof. Andy Field's guide to Writing Lab Reports Download Prof. Andy Field's guide to Writing Lab Reportsalso gives guidance in accordance with APA style.
Your report should be a maximum of 2000 words. The word limit is a hard limit, and markers will not read the end of your submission past the set word limit. The title, abstract, final references section, tables, figures and table/figure captions do not count in the word count. In-text citations do count. You do not need to submit appendices.
Title
This should be succinct but informative. APA recommends it should be no more than 12 words long. Prof. Andy Field's guide to Writing Lab Reports Download Prof. Andy Field's guide to Writing Lab Reportshas some useful examples and advice on writing a good title.
Abstract
This is a brief paragraph, usually between 150 - 250 words, that tells your reader all the main points in your paper. In general, it should include 1-2 sentences summarising each of the main sections in your report, including:
The aims: what the research question is and why it's interesting
The method: who participated and what they did
The results: what the main or most important findings were
The implications: what impact these findings have on the research area
Introduction
The introduction should guide your reader from general ideas and principles to the specific research question you are presenting (See Workshop 2 materials)
The first part of the introduction should start out wide, covering the major theories and defining terms in the research area. At the end of the first paragraph or two, include a thesis statement - a clear sentence telling the reader what your contribution to the research area will be – and why it matters.
The second part of the introduction should review key research in the area, becoming progressively more specific.
The final part should justify why your research question is interesting and worth answering (often linked to gaps in the research area), and what you expect to learn from the results. It should end with a clear statement of your hypothesis or research question(s). Sometimes this section has the subheading ‘Present Study’ or ‘Current Study’, but it is your choice whether to include this. You might refer to the fact that this is a secondary analysis in this final section of the introduction e.g., This secondary analysis of data collected by [original researchers] aimed to…..
The slides and the introduction planning sheet used in Workshop 2 are helpful to refer to when writing this section. The introduction planning sheet can easily be adapted for the Language Acquisition scenario.
Method
The method usually has four subsections: Participants, Materials, Design and Procedure. Sometimes the Design and Procedure are combined.
Participants
Because you have not recruited the participants yourself, you are likely to want to refer to the fact that this is a secondary analysis and explain where you have drawn your participants from.
If you chose the Language Acquisition research scenario you will want to refer to the fact that your secondary analysis involves a subset of participants from the Henderson et al. (2021) study. An example was given in the slides from Workshop 1.
If you chose the Emotional Regulation research scenario you will want to refer to the fact that your participants are from an earlier wave of the longitudinal dataset used by Bariola et al. (2012).
You can use the original papers to find out how the participants were recruited and write this up in your own words.
For numbers you should report, refer to the Set Analysis from the Discovering Statistics Take-Away Paper. You must report the numbers from the set analysis, NOT the original papers. These should be written up clearly in your participant section. Workshop 3 provided practice with writing a good participant section.
Materials
If you chose the Language Acquisition research scenario you will need to clearly describe the stimuli and tasks that were used in the original study. Workshop 1 slides have further information. The Materials section of the original paper by Henderson et al. (2021) is useful along with their Storybook Download Storybookand Appendices. Download Appendices.
If you chose the Emotional Regulation research scenario you will need to clearly describe the questionnaires used. A copy of adult and child/adolescent version of the Emotional Regulation Questionnaire is available here Download Emotional Regulation Questionnaire is available here, so you can use different example questions from those used in the original paper.
Bariola et al. (2012) were looking at both Cognitive Reappraisal and Suppression. If you have only focused on one of these strategies in your secondary analysis, you can explain that the questionnaire measures both xx and xx, but that your secondary analysis focused only on xx. Then you can just describe the relevant subscales in detail in the materials section.
Warning! Be very aware of the dangers of plagiarism with your materials section. Make sure you really understand the materials well enough to describe them in your own words.
Design
Sometimes this section is combined with the Procedure section.
Explain YOUR DESIGN and not the research design of the original study (this is especially important to remember for the language acquisition research scenario).
You can restate that this is a secondary analysis of….[refer to original study]. Workshop 1 slides provided an example.
Then you need to explain what your independent and dependent variables are and how they were operationalised (measured).
Procedure
This should explain how the data was gathered by the original researchers. You only need to describe the parts of the original procedure that are relevant to your secondary analysis.
If you choose the Language Acquisition research scenario you do NOT need to describe their full experimental procedure which involved two groups and different timings of when the story was read to children. Just describe the procedure for the group that you have the data for (the children who had the story before bedtime).
If you choose the Emotional Regulation research scenario this section is likely to be brief. You will need to explain how the participants received and completed the questionnaires. You may want to think about having a combined Design and Procedure section.
Workshop 1 and Workshop 3 slides have more information relevant to the Method section.
Results
The results section should explain all of the steps of your analysis, in a logical order, with evidence to support each decision you made. You should explain the models you constructed, how you decided on the best one, the result of any assumptions checks, and then report and interpret the final model in full. If you completed the TAP, you have already done most of this write up already. For more help on how to do to this, see the Skills Labs from Discovering Statistics, especially Week 7.
IMPORTANT: For this section you must use the results described in the Set Analysis document from the TAP and covered in the (Links to an external site.)Week 7 Skills Lab from Discovering Statistics, regardless of the results you obtained in the TAP assessment.
Discussion
Complete this section by including:
A summary of your results, stated in non-statistical terms
A detailed explanation of what your findings contribute to the research area
What was the answer to your research question?
If it was what you expected, what does this tell you?
If it was not what you expected, why might this be?
How do your results compare to other studies on the same or similar topic?
Did you get the same pattern of results?
What do you think this means for the effect you are investigating?
What are the implications of your findings?
What are the strengths and limitations of your study?
Critically appraise your study rather than just criticising!
Do you think this research question is worth investigating further?
If so, what do you think the next studies should investigate, and how?
Make some concrete and actionable suggestions for future studies
Write a short, clear conclusion summarising your main finding(s) and the main takeaway point(s) from your discussion.
Citations and References
All citations must be given both in the text and in the reference list at the end in APA style.

source..
Content:


Emotional Regulation Research Scenario
Author
Institution
Abstract
Using a sample of 20 five-year-old children, this experiment evaluated the role of children's emotion control abilities and academic progress in nursery school. A moderation analysis looked at the possible processes through which emotion control affects children's early academic progress. Emotion control was found to be positively linked with teacher perceptions of children's academic performance and productivity in the school, and also standardized early reading and numeracy proficiency scores. Child behavior issues and the nature of the student-teacher connection, contrary to expectations, did not moderate these relationships. Meanwhile, even after controlling for IQ, emotion management and the nature of the student-teacher interaction independently predicted academic success. The findings are explained in terms of how emotion control abilities help youngsters build a favorable student-teacher connection, as well as mental activity and autonomous learning behavior, which are both necessary for academic success and motivation.
Role of Emotion Regulation in children’s Education
Among the most prevalent reasons for seeking child psychiatric services is difficulties regulating emotions. Emotional regulation, according to Thurston, Bell & Induni, 2018, is children's capacity to deal with developing a strong negative or good emotion and order them in favor of an entirely artificial purpose. That is, the practice of detecting emotions and cultivating the abilities required to moderate emotional reactions. Although emotion regulation impairments are not regarded an illness in and of themselves, they are frequently connected with a variety of problems in childhood. When children undergo therapy for emotion regulation impairments, it is usually in the context of therapy for behavioral problems, mood disturbances, or other childhood disorders.
Early childhood has lately been highlighted as a critical stage for the development of critical executive processes such as attention, repression, learning and memory, and reading abilities, which are required for smooth school transition and subsequent academic performance. Children who have students' educational and learning issues are more likely to experience later academic problems, including school dropout, and also later peer victimization and behavioral and emotional disorders, especially conduct disorder (Evans et.al 2020). A study of empirical research of control from infancy to preschool yields a wealth of information upon which to build evaluation and intervention strategies for preschool children. Basic research on regulation has discovered a variety of elements that impact the formation of these mechanisms at various ages, including biobehavioral processes, disposition variations, and interpersonal processes.
All of these domains are examined briefly in order to give school psychologists with basic understanding about the growth of emotion regulation in children, and also possibilities to resolve difficulties with emotion control in preschool education. The capacity of children to control these emotions well may ease their adjustment to kindergarten and, as a result, their capacity to learn academic material. There is some indication that emotional management improves cognitive function, especially in adults. In regards to academic progress, a child's utilization of higher-level thinking activities in the classroom is physiologically inhibited by inadequate emotion control. One effect of this disturbance in higher order cognitive processes is a lack of attention to and recall fresh information offered by the classroom teacher. Emotion management may be associated to early academic achievement indirectly, in additional to directly altering cognitive functioning (MacEvilly & Brosnan, 2020). There is some indication that emotional management improves cognitive function, especially in adults. A body of research has demonstrated that adolescents with behavioral control deficits, such as those with amplifying issues such as violence and antisocial conduct, are more susceptible to have both co-occurring and future academic challenges. Meanwhile, in terms of academic progress, a child's utilization of higher order cognitive processes in the classroom is physiologically inhibited by inadequate emotion control. Behavioral control in the classroom is one route through which children's emotion regulating abilities may contribute to their early academic performance.
The research sought to ascertain if children's emotion control abilities are associated with early academic performance in the classroom and on standardized readings and mathematics performance exams. Based on previous study, it was expected that children with higher levels of emotion control would do better in school and on standardized test scores. As a result, children's behavioral issues and the quality of the student-teacher connection were investigated as potential mechanisms understanding the association amongst emotion management and academic performance (Veijalainen, Reunamo & Alijoki, 2017). The research of both an individual factor and an interactional or relationship component as mediating factors in a single model will substantially advance our understanding in this area by recognizing the most pertinent methodology by which a children's emotion regulation abilities connect to initial academic achievement.
Participants
The research involved 20 5-year-olds 9 boys and 11 girls. Eligible participants were screened using the manifesting component of the Child Conduct Checklist to produce a large, community-based group of children with a broad range of parent-reported inappropriate behavior. To determine children with externalizing issues, a T-score cut-off of 60 was employed. The current study focuses on 20 children who were tested during two laboratory visits when they were approximately five years old who have been enrolled in institutions that granted authorization for a school evaluation during the kindergarten year.
Procedure
The research focused on numerous measures during the kindergarten period, including parent reports on children's behavioral and emotional performance and teacher reports on academic functioning and the quality of the student-teacher connection. Information on school achievement were gathered through individual evaluations at school. During a laboratory visit, cognitive ability was evaluated. Participants filled the Emotion Management Checklist to assess their children's behavioral displays of emotion regulation. The ER Checklist is a 24-item questionnaire that produces two components: the Negativity/Lability scale (10 questions), which measures mood lability and negative affect and the Emotion Regulation scale (14 items), which measures processes important to responsive regulation such as serenity. The two measures had only a modestly negative correlation (r=-.50, p.001), indicating that they measure separate components of children's emotion regulation. The study concentrated on the Emotion Regulation level (Cronbach's alpha =.68). The Academic Performance Rating Scale was used to measure children's academic competency in kindergarten. The Academic Performance Rating Scale was used to measure children's academic competency in kindergarten. This scale produces three subscales: impulsivity, academic production and academic success. The impulsivity rating includes three items that measure the child's impulsive conduct in the classroom for example, starting writing work before comprehending the directions. The academic achievement measure consists of seven items that examine the precision with which the kid completes work in arithmetic, reading, and general subjects. Parents completed the Behavior Assessment System for Children to examine their children's behavioral issues. The BASC is a commonly used conduct checklist that assesses children's emotional and behavioral competence. Because of the substantial connections between emotion regulation and academic achievement, mediational evaluations were performed to investigate the present study's aim: to investigate and compare the processes through which emotion control links to academic performance. As a result, children's behavioral issues, and the strength of the student-teacher connection, were investigated as potential mediators in the association involving emotion management and academic performance.
Results
After controlling for children's IQ, behavior difficulties, and the student-teacher interaction, emotion regulation revealed a significant difference in predicting performance at school in the classroom. Furthermore, the mediational test allowed for a comparison of the roles of the strength of the student-teacher connection and children ’s behavioral issues to the prediction of academic output in the class. After adjusting for IQ, the second phase of the mediating role test indicated that only the strength of the student-teacher connection independently influenced academic achievement in the classroom. Following controlling for children's IQ, behavior difficulties, and the student-teacher interaction, emotion regulation once again offered distinctive variation in the projection of conventional arithmetic and early literacy scores.
Discussion
Children who had better emotion management had a somewhat positive connection with the instructors and are much less likely to have behavioral issues. These findings are consistent with earlier studies revealing that instructors have a limited tolerance for children with behavioral issues, and that educators interact badly with these children. The research use of an individual feature such as emot...

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