2022
A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators
Ng Z, Willner C, Mannweiler M, Hoffmann J, Bailey C, Cipriano C. A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators. Educational Psychology Review 2022, 34: 2825-2865. DOI: 10.1007/s10648-022-09691-4.Peer-Reviewed Original ResearchEmotional learning programSchool-based researchEmotion regulation assessmentsEducational researchLearning programUS schoolsPsychometric evidenceAssessment useEducational purposesAssessment developmentExplicit focusSchoolsEquitable reachEducatorsRegulation assessmentQualitative analysisEmotion regulationDisadvantaged groupsLearning databaseGrade 1Methodological rigorDivergent conceptualizationsRigorOperational definitionResearchersTeachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment
Bailey C, Ondrusek A, Curby T, Denham S. Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment. Psychology In The Schools 2022, 59: 1051-1074. PMID: 35573130, PMCID: PMC9098181, DOI: 10.1002/pits.22659.Peer-Reviewed Original ResearchPreschool adjustmentEmotional supportMultilevel structural equation modelingSocial-emotional functioningRegulation capacityStructural equation modelingEmotion regulationCognitive regulationTeacher–child interactionsEquation modelingHead StartAverage levelResponsive interactionChildrenTeacher consistencyTeachersSupportAdjustmentConsistencyFunctioningClassroomModeratesGirlsBoysAssociationSelf-Regulation in Preschool: Examining Its Factor Structure and Associations With Pre-academic Skills and Social-Emotional Competence
Korucu I, Ayturk E, Finders JK, Schnur G, Bailey CS, Tominey SL, Schmitt SA. Self-Regulation in Preschool: Examining Its Factor Structure and Associations With Pre-academic Skills and Social-Emotional Competence. Frontiers In Psychology 2022, 12: 717317. PMID: 35115979, PMCID: PMC8803640, DOI: 10.3389/fpsyg.2021.717317.Peer-Reviewed Original ResearchSocial-emotional skillsEmotion regulation factorsSelf-regulation factorExecutive functionRegulatory skillsBifactor modelChildren’s social-emotional skillsDistinct executive functionsChildren's regulatory skillsPre-academic skillsSelf-regulation constructsSocial-emotional competenceEmotion regulationUnique varianceEmpirical overlapFactor structurePreschool childrenSkillsPrevious researchEarly childhoodVariety of indicatorsImportant predictorRegulation factorsImportant implicationsChildren
2020
Emotion regulation, pain interference and affective symptoms in children and adolescents with sickle cell disease
Miller M, Balsamo L, Pashankar F, Bailey CS. Emotion regulation, pain interference and affective symptoms in children and adolescents with sickle cell disease. Journal Of Affective Disorders 2020, 282: 829-835. PMID: 33601724, DOI: 10.1016/j.jad.2020.12.068.Peer-Reviewed Original ResearchConceptsEmotion regulation strategiesEmotion Regulation QuestionnaireCognitive Emotion Regulation QuestionnaireMaladaptive emotion regulation strategiesSelf-report measuresSymptoms of depressionRegulation strategiesEmotion regulationYouth self-report measuresPain interferenceParticipants ages 8Symptoms of anxietyExperience of painPsychological functioningOutcomes Measurement Information SystemAge 8Measurement Information SystemAnxietyAffective symptomsYouthDepressionAffective disordersPediatric sickle cell clinicParticipantsMultiple regression modelTeaching Emotion Regulation in Schools: Translating Research Into Practice With the RULER Approach to Social and Emotional Learning
Hoffmann JD, Brackett MA, Bailey CS, Willner CJ. Teaching Emotion Regulation in Schools: Translating Research Into Practice With the RULER Approach to Social and Emotional Learning. Emotion 2020, 20: 105-109. PMID: 31961187, DOI: 10.1037/emo0000649.Peer-Reviewed Original ResearchConceptsOwn skill developmentEmotion regulation skillsEmotion regulationRegulation skillsSchool readinessEmotional intelligenceEmotional learningYoung children’s school readinessWhole-school approachChildren's school readinessSchool approachAcademic achievementDirect instructionRuler approachSkill developmentJob satisfactionEducatorsSchoolsStudentsHealthy developmentLearningSkillsPractical stepsIntelligencePractice
2016
Emotional and Organizational Supports for Preschoolers’ Emotion Regulation: Relations With School Adjustment
Bailey CS, Denham SA, Curby TW, Bassett HH. Emotional and Organizational Supports for Preschoolers’ Emotion Regulation: Relations With School Adjustment. Emotion 2016, 16: 263-279. PMID: 26479772, DOI: 10.1037/a0039772.Peer-Reviewed Original ResearchConceptsEmotion regulationExecutive controlSchool adjustmentOrganizational supportChildren's emotion regulationChildren's executive controlChildren's school adjustmentObservations of classroomsClassroom processesSupportive classroomsTeacher effectsPreschool teachersTeacher supportClassroom behaviorSupport childrenMultilevel modelsRegulation capacityLower scoresAdjustment componentClassroomTeachersModerate supportChildrenMotivatedEmotions