Elementary School Data Analysis

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The target population that he authors wanted to study was children in Elementary School. The population from which the sample was taken represented the appropriate people because the authors studied children from fourth through sixth grade (elementary school). The average age of children who participated was 10 years, and 26% of them were from public schools, 26% from a public school, and 7% from a parochial school. The schools indicated that 60% of children were Black, 26% were White, and 14% were from other ethnicities. They also measured children’s teachers to analyze participant’s emotion regulation. There were 23 general education teachers that participated in the study.
The sampling technique used was a convenience sampling method. This
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Also, the variable happiness showed a positive correlation to academic functioning.
Data Analysis Critique
The data were analyzed using correlations. This type of data analysis studied the relationship between variables and chi-square test of model fit.
Results Critique
The major results of this study are that the three variables from emotion regulation were positively correlated with each other (including happiness, sadness, and anger). Also, peer assessed anger was negatively related to the aspects of teacher-rated emotion regulation, and peer assessed happiness was positively related to teacher-rated emotion regulation. Teacher-reported academic engagement was positively related to achievement.
In terms of the variables Emotional Expressivity and Academic Functioning, the authors found that happiness was positively related to the three aspects of academic functioning (academic motivation, engagement, and achievement). However, anger was negatively correlated to engagement and achievement. On the other hand, in terms of the variables Emotion Regulation and Academic Functioning, the authors found evidence showing that emotion regulation was significantly related to academic motivation, engagement, and achievement. Also, the indirect effect of emotion regulation on achievement was found to be significant through
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In this study, the authors found that children who are better at regulation emotions, showed higher levels of academic engagement, motivation, and achievement. In the case of children who were perceived as happy by their peers, reported higher levels of motivation. Even though the variable “sadness” was not related to any of the three aspects of academic functioning, in general, the findings seem appropriate.
Discussion/Conclusion Summary Based on the findings of this study, the authors discovered that the way in which children express their emotions has a relation to some aspects of academic functioning. In addition, a positive relation was found between emotion regulation in children and their level of academic success. The findings reflect the importance of encouraging positive emotions at this early stage of children in order to help their academic development.
Implications of the Findings

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