ArticleFrontiers in psychology2024
Differences in the effect of adolescents' strategies for expressing academic emotions on academic emotions and peer acceptance in competitive and cooperative situations.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Can middle school students counteract academic burnout through physical exercise? A cross-sectional study from China.Frontiers in psychology · 2026Article
- Effects of Suppression and Expression of Academic Emotions on Peer Acceptance in Outperformance and Underperformance Situations.Behavioral sciences (Basel, Switzerland) · 2025Article
- Physical activity and internalization problems in middle school students: the chain mediating role of rumination thinking and peer acceptance.Scientific reports · 2025Article
- How Social Situations Affect the Relationships Between Academic Emotional Suppression and Expression and Likability Among Adolescents.Behavioral sciences (Basel, Switzerland) · 2024Article
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Authors and funding
4 authors.
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Abstract
Two studies were conducted to explore the differences in the effect of adolescents' strategies for expressing academic emotions. In Study 1 a total of 65 adolescents participated in the study of the relationship between academic emotions and strategies for expressing them in competitive and cooperative situations. In Study 2 a total of 113 adolescents participated in the study of the relationship between the strategies and peer acceptance in competitive and cooperative situations. The results showed that the relationship between academic emotions and strategies for expressing them in competitive and cooperative situations was situation stable while the relationship between the strategies and peer acceptance was situation specific. Furthermore, emotional expression may be more adaptive when experiencing positive academic emotions. When adolescents experience negative academic emotions, expressing them is more adaptive from the perspective of their own academic emotional experience; whereas suppressing them is more adaptive from the perspective of peer acceptance. These findings (a) clarify how to use more adaptive strategies for emotional expression in various situations and (b) serve as a guide for helping adolescents use strategies to express emotions flexibly according to the situation.
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