Evidence map›Paper›PMID 36180661›Full record

ArticleJournal of youth and adolescence2023

Emotion Regulation in the Classroom: A Network Approach to Model Relations among Emotion Regulation Difficulties, Engagement to Learn, and Relationships with Peers and Teachers.

Debbie De Neve, Michael V Bronstein, An Leroy, Alex Truyts, Jonas Everaert

Abstract read
In one paragraph

Article in Journal of youth and adolescence, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 23 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
23citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

23 citing papers in PubMed, 1 synthesis or guideline pooled it.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Debbie De NeveCentre of Expertise in Urban Education, Karel de Grote University of Applied Sciences and Arts, Antwerp, Belgium. debbie.deneve@kdg.be.
Michael V BronsteinDepartment of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis, MN, USA.
An LeroyCentre of Expertise in Urban Education, Karel de Grote University of Applied Sciences and Arts, Antwerp, Belgium.
Alex TruytsCentre of Expertise in Urban Education, Karel de Grote University of Applied Sciences and Arts, Antwerp, Belgium.
Jonas EveraertDepartment of Medical and Clinical Psychology, Tilburg University, Tilburg, Netherlands. j.everaert@tilburguniversity.edu.ORCID http://orcid.org/0000-0001-7084-8881

Funding

Fonds Wetenschappelijk Onderzoek 1202122N
6 · The paper itself

Abstract

Emotion regulation is theorized to shape students' engagement in learning activities, but the specific pathways via which this occurs remain unclear. This study examined how emotion regulation mechanisms are related to behavioral and emotional engagement as well as relations with peers and teachers. The sample included 136 secondary school students (59,7% girls; M

Indexed as

Emotional RegulationAdolescentFemaleHumansInfantInterpersonal RelationsMalePeer GroupSchoolsSchool TeachersAdolescenceEmotion regulationPeer relationsStudent engagementTeacher support

Identifiers

PMID36180661
PMCPMC9524346

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.