The moderating role of emotional engagement on the relation of anger regulation with later achievement in elementary school. (February 2023)

• Record Type: Journal Article
• Authors: O'Neal, Colleen R.; Meyering, Kristin; Babaturk, Leyla; Gosnell, Nicole; Weinberg, Hayley
• Is Part Of: School psychology international. Volume 44:Number 1(2023)
• Page Start: 23
• Page End: 47
• Publication Date: 2023-02
• Subjects: anger regulation -- emotional engagement -- achievement -- elementary school; Educational psychology -- Periodicals; School psychology -- Periodicals; 370.1505
• DOI: 10.1177/01430343221116297
• Languages: English
• ISSNs: 0143-0343

Abstract

The objective of this study was to understand if and for whom anger regulation relates to later reading and math achievement. The sample included 267 upper elementary school students from two schools (5% Asian, 10% Black, 6% Latinx, 17% Multiethnic/Other, and 62% White; 36% dual language learner; 60% female; average age = 9.7 years). Self-reported anger regulation and self- and teacher-reported emotional engagement were assessed. Then, reading and math standardized achievement were tested by the schools approximately three months later. Latent variable path analyzes suggested that withdrawal when experiencing anger ("anger withdraw") had a significant, positive relation with later reading and math achievement outcomes, when controlling for other anger regulation strategies and demographics. Latent student- and teacher-reported emotional engagement moderated the relation of anger withdraw with later reading achievement. Discussion centers on anger regulation, moderation, and implications of anger regulation for school psychologists.