{"id":{"repo_id":"cambridge","oai_identifier":"oai:www.repository.cam.ac.uk:1810/271634"},"canonical_url":"https://search.dev.ndltd.org/etd/cambridge/oai:www.repository.cam.ac.uk:1810/271634","repository":{"repo_id":"cambridge","name":"Cambridge University","base_url":"https://api.repository.cam.ac.uk/server/oai/request"},"display":{"title":"Profiling Emotion Regulation: Exploring patterns of regulation in classroom behaviour","abstract":"Emotion Regulation describes the ability to influence the experience and expression of affect. Adaptive emotion regulation contributes to healthy development, social competence and academic success (Kochanska, Murray & Harlan, 2000). This study investigated the behavioural strategies for emotion regulation, emotion expression, regulatory styles and classroom behaviour in middle childhood. One hundred and twenty-eight children were recruited from five UK public and private primary schools. From within their school setting, participant sensitivity to emotion-eliciting events was recorded using ambulatory skin conductance technology whilst age-group paired children performed two LEGO construction tasks. Observed behaviours were video-recorded and coded to establish frequencies of distinct regulatory behaviours. These were compared to self-reports of emotion regulation strategies and teacher-reports of classroom behaviour. Iterative partitioning cluster analysis methods were used to identify four regulatory profiles: 1) the ‘Adaptive’ cluster: employed high levels of positive problem solving and reappraisal strategies and frequently expressed both positive and negative emotions; 2) the ‘Maladaptive’ cluster: used more negative regulation (avoidant or obstructive strategies), expressed more negative emotion and had more social and behavioural problems in class; 3) the ‘Reactive’ cluster showed high levels of electrodermal activity, expressed little emotion and were reported as inattentive/hyperactive in class; and 4) the ‘Distracted’ cluster demonstrated high levels of behavioural and cognitive distraction. These results indicate four meaningful profiles that could support the identification of vulnerable individuals for positive school-based intervention and support.","abstract_html":"Emotion Regulation describes the ability to influence the experience and expression of affect. Adaptive emotion regulation contributes to healthy development, social competence and academic success (Kochanska, Murray & Harlan, 2000). This study investigated the behavioural strategies for emotion regulation, emotion expression, regulatory styles and classroom behaviour in middle childhood. One hundred and twenty-eight children were recruited from five UK public and private primary schools. From within their school setting, participant sensitivity to emotion-eliciting events was recorded using ambulatory skin conductance technology whilst age-group paired children performed two LEGO construction tasks. Observed behaviours were video-recorded and coded to establish frequencies of distinct regulatory behaviours. These were compared to self-reports of emotion regulation strategies and teacher-reports of classroom behaviour. Iterative partitioning cluster analysis methods were used to identify four regulatory profiles: 1) the ‘Adaptive’ cluster: employed high levels of positive problem solving and reappraisal strategies and frequently expressed both positive and negative emotions; 2) the ‘Maladaptive’ cluster: used more negative regulation (avoidant or obstructive strategies), expressed more negative emotion and had more social and behavioural problems in class; 3) the ‘Reactive’ cluster showed high levels of electrodermal activity, expressed little emotion and were reported as inattentive/hyperactive in class; and 4) the ‘Distracted’ cluster demonstrated high levels of behavioural and cognitive distraction. These results indicate four meaningful profiles that could support the identification of vulnerable individuals for positive school-based intervention and support.","abstract_has_math":false,"creators":["Sinclaire-Harding, Lysandra"],"institution":"University of Cambridge","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Whitebread, David"],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-04-28","date_published":"2018-04-28","updated_at":"2026-07-22T22:24:21Z","subjects":["emotion regulation","skin conductance","cluster analysis","attentional deployment"],"languages":["en"],"rights":[],"rights_urls":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/86f29d99-a083-41e6-bc3b-892f27769c26/download","https://www.rioxx.net/licenses/all-rights-reserved/"],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.17863/CAM.18628","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Whitebread, David"]},{"key":"dc:creator","label":"Author","values":["Sinclaire-Harding, Lysandra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2018-04-28"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cambridge"]},{"key":"dc:relation.isreferencedby.uri","label":"Dc Relation Isreferencedby URI","values":["https://www.repository.cam.ac.uk/handle/1810/271634"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["emotion regulation","skin conductance","cluster analysis","attentional deployment"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/86f29d99-a083-41e6-bc3b-892f27769c26/download","https://www.rioxx.net/licenses/all-rights-reserved/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["10.17863/CAM.18628"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/4d1bfb06-6b83-49d6-89a0-19c05cf491e0/download"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Emotion Regulation describes the ability to influence the experience and expression of affect. 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