Literaturnachweis - Detailanzeige
| Autor/inn/en | Davis, Elizabeth L.; Levine, Linda J. |
|---|---|
| Titel | Emotion Regulation Strategies That Promote Learning: Reappraisal Enhances Children's Memory for Educational Information |
| Quelle | In: Child Development, 84 (2013) 1, S.361-374 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/j.1467-8624.2012.01836.x |
| Schlagwörter | Child Development; Memory; Self Control; Emotional Response; Correlation; Academic Achievement; Cognitive Processes; Films; Prediction; Coding; Children; Early Adolescents; Recall (Psychology); Cues; Verbal Ability; California; Woodcock Johnson Tests of Achievement |
| Abstract | The link between emotion regulation and academic achievement is well documented. Less is known about specific emotion regulation strategies that promote learning. Six- to 13-year-olds ("N" = 126) viewed a sad film and were instructed to reappraise the importance, reappraise the outcome, or ruminate about the sad events; another group received no regulation instructions. Children viewed an educational film, and memory for this was later assessed. As predicted, reappraisal strategies more effectively attenuated children's self-reported emotional processing. Reappraisal enhanced memory for educational details relative to no instructions. Rumination did not lead to differences in memory from the other instructions. Memory benefits of effective instructions were pronounced for children with poorer emotion regulation skill, suggesting the utility of reappraisal in learning contexts. (Contains 1 figure and 3 tables.) (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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