Co-authored by Debbie De Neve and Jonas Everaert
Adolescence is a time of heightened emotion. Stress, excitement, anxiety, frustration, and joy flow through classrooms every day. But how do these emotions affect how students learn and connect with others?
A study that we co-authored (De Neve et al, 2023) explored how emotion regulation difficulties among secondary school students relate to their classroom engagement and their relationships with peers and teachers.
What Is Emotion Regulation?
Emotion regulation refers to the ability to manage and modify emotional responses. It is a multilayered process that involves recognizing, understanding, and adjusting emotional experiences.
For example, a student who feels anxious about an upcoming test might use strategies like problem-solving to stay focused instead of panicking or withdrawing. This skill is particularly important in adolescence, a period marked by academic pressure, changing social dynamics, and growing independence.
Study Overview
The study surveyed 136 secondary school students aged 13-18 (about 60 percent female), assessing:
- Emotion regulation difficulties: These included challenges in emotional awareness (attention to emotions), emotional clarity (understanding and labeling emotions), non-acceptance of emotional responses (feeling ashamed or guilty for emotional responses), impulse control (controlling behavior during intense emotions), and limited access to effective strategies for regulation
- Student engagement: This included behavioral engagement (effort, attention, and persistence in learning tasks) and emotional engagement (interest, enthusiasm, and emotional investment in learning).
- Social relationships: The quality of relationships with peers and teachers.
Using psychometric network modeling and causal discovery tools, we mapped out how these variables are interconnected.
What Did the Study Find?
1. Emotional engagement is related to awareness and clarity.
Students who were more emotionally aware and clear about their feelings showed stronger emotional engagement. They felt more invested, curious, and motivated in learning. Conversely, those with limited access to emotion regulation strategies tended to feel less emotionally engaged.
2. Behavioral engagement is tied to awareness.
When it came to behavior (showing up, focusing, participating), emotional awareness stood out as the sole predictor. Students who better recognized their feelings demonstrated stronger classroom participation.
3. Emotion regulation is linked to social relationships.
Some emotion regulation difficulties were linked to peer and teacher relationships. Nonacceptance of emotions was linked to weaker peer and teacher relationships. Impulse control difficulties reduced teacher support, but surprisingly, were also associated with stronger peer relations. Emotional awareness was related to stronger teacher relationships.
4. Can engagement improve emotion regulation?
Our study went further with a causal discovery analysis. This analysis suggested that emotional engagement might actually improve access to emotion regulation strategies—potentially setting off positive cycles where being engaged fuels better regulation, which in turn deepens engagement.
Why This Matters
Emotion regulation is not just an internal skill. It plays a major role in how students experience school. Those who regulate their emotions well are more likely to feel engaged and form stronger social connections, setting the stage for academic and emotional success.
Conversely, students who struggle with their emotions may find it harder to connect or stay engaged, which can create cycles of disconnection and disengagement. Schools that foster both emotional and academic support can help break these cycles.
How Schools and Teachers Can Help
There are several actions schools and teachers can take to help students manage their emotions and stay engaged:
1. Teach emotional skills directly.
Schools can include brief lessons or activities that help students recognize and talk about their feelings. These could be part of social-emotional learning (SEL) programs or even quick check-ins during class.
2. Train teachers to recognize emotional struggles.
Teachers who know the signs of emotional difficulties can respond in helpful ways. A simple supportive conversation rather than punishment can make a big difference.
3. Build stronger relationships.
Creating opportunities for students to connect with peers and teachers helps build trust and a sense of belonging. Group work, mentoring, and classroom discussions can strengthen these relationships.
4. Make learning emotionally engaging.
When students feel interested and emotionally connected to what they’re learning, they become more involved. This can be done through hands-on activities, real-world examples, and giving students a voice in the classroom.
Conclusion
School is more than academics. It is a space where students learn to navigate complex emotions and relationships. This study highlights the role of emotion regulation in how students engage with learning and connect with others.
By fostering emotionally supportive classrooms and helping students build regulation skills, schools can nurture more resilient, motivated, and connected learners.
