ADVANCING AI-DRIVEN PEDAGOGY THROUGH THE REGULATION OF EMOTIONS: A VISION FOR SCHOOL PRACTITIONERS
Abstract
Keywords
Full Text:
PDFReferences
Adler, P. & Adler, P. (1987). Membership Roles in Field Research. Sage.
Ahn, H. J. (2005). Child care teachers’ strategies in children’s socialization of emotion. Early Child Development and Care, 175(1), 49-61. https://doi.org/10.1080/0300443042000230320.
Aldao, A., Sheppes, G. & Gross, J. J. (2015). Emotion Regulation flexibility. Cognitive Therapy and Research, 39, 263 - 278. https://doi.org/10.1007/s10608-014-9662-4.
Amsterlaw, J., Lagattuta, K. H., & Meltzoff, A. N. (2009). Young children's reasoning about the effects of emotional and physiological states on academic performance. Child Development, 80, 115 - 133. Retrieved from https://www.jstor.org/stable/29738601
Anthony, M. (2021). Cognitive Development in 6-7 Year Olds. Retrieved from Scholastic: https://www.scholastic.com/parents/family-life/creativity-and-critical-thinking/development-milestones/cognitive-development-6-7-year-olds.html.
Band, E. & Weisz, J. (1988). How to feel better when it feels bad: Children's perspectives on coping with everyday stress. Developmental Psychology, 24, 247 - 253. https://doi.org/10.1037/0012-1649.24.2.247.
Benbasat, I., Goldstein, D.K. & Mead, M. (1987). The case research strategy in studies of information systems. Management Information Systems Quarterly, 11(3), 369 - 388. https://doi.org/10.2307/248684.
Bernock, D. (2019). Trauma and Classroom Impact. In A. A. Berardi, Trauma-informed School Practices: Building Expertise to Transform Schools (pp. 75 - 87). George Fox University Library.
Bird, C. M. (2005). How I stopped dreading and learned to love. Qualitative Inquiry, 11(2), 226-248. https://doi.org/10.1177/10778004042734.
Bodrova, E. & Leong, D.J. (2007). Tools of the Mind: The Vygotskian approach to early childhood education. Merrill/Prentice Hall.
Boekaerts, M., & Corno, L. (2005). Self‐regulation in the classroom: A perspective on assessment and intervention. Applied psychology, 54(2), 199-231. https://doi.org/10.1111/j.1464-0597.2005.00205.x.
Bower, G. H. (2014). How might emotions affect learning?. In The handbook of emotion and memory (pp. 3-31). Psychology Press.
Brannick, T. & Coghlan, D. (2007). In Defense of Being 'Native': The Case for Insider Researcher. Organisational Research Methods, 10(1), 59-74. https://doi.org/10.1177/1094428106289253.
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. 10.1191/1478088706qp063oa.
Braund, H. & Timmons, K. (2021). Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings. International Journal of Child Care and Education Policy, 15(8), 1 - 21. https://doi.org/10.1186/s40723-021-00085-7.
Burmeister, E., & Aitken, L. M. (2012). Sample size: How many is enough? Australian, 25, 271-274.
Burns, E. E., Jackson, J. L. & Hardin, H. G. (2010). Child Maltreatment, Emotion Regulation, and Posttraumatic Stress: The Impact of Emotional Abuse. Journal of Aggression, Maltreatment & Trauma, 19(8), 801 - 819.
https://doi.org/10.1080/10926771.2010.522947.
Campbell-Sills, L. & Barlow, D.H. (2007). Incorporating Emotion Regulation into Ceonceptualisations and Treatments of Anxiety and Mood Disorders. In J. J. (ed.), Handbook of Emotion Regulation (pp. 542 - 559). The Guilford Press.
Chaplin, T. M., & Cole, P. M. (2005). The role of emotion regulation in the development of psychopathology: A vulnerability-stress perspective. In B. L. (Eds.), Development of psychopathology (pp. 49 - 74). SAGE.
Cole, P. M., Michel, M. K. & Teti, L. O. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the Society for Research in Child Development, 59(2/3), 73 - 100. https://doi.org/10.2307/1166139.
Creswell, J.W., Plano Clark, V.L. Gutmann, M. & Hanson, W. (2003). Advanced Mixed Methods Research Designs. In A. T. (Eds.), Handbook of Mixed Methods in Social and Behavioural Research (pp. 209 - 240). Sage.
Creswell, J. W. (2006). Qualitative Inquiry and Research Design: Choosing among five traditions. Sage.
Dahlgren, K. (2014). Don’t go wasting your emotion: the process model of emotion regulation. Retrieved from Emotion, Brain & Behaviour Laboratory: https://sites.tufts.edu/emotiononthebrain/2014/10/10/dont-go-wasting-your-emotion-the-process-model-of-emotion-regulation/.
Das, A., Malaviya, S. & Singh, M. (2023). The Impact of AI-Driven Personalization on Learners' Performance. International Journal of Computer Sciences and Engineering, Vol. 11(8), pp. 15 – 22. http://dx.doi.org/10.26438/ijcse/v11i8.1522.
Davidson, R. J. (1998). Affective style and affective disorders: Perspectives from affective neuroscience. Cognition & Emotion, 110(3), 307 - 330. https://doi.org/10.1080/026999398379628.
Denham, S. A. (1998). Emotional Development in Young Children. Guilford.
Denham, S. & Kochanoff, A. T. (2002). Parental contributions to preschoolers’ understanding of emotion. Marriage & Family Review, 34(3 - 4), 311- 343. https://doi.org/10.1300/J002v34n03_06.
Denham, S. A., Blair, K. B., DeMulder, E., Levitas, J., Sawyer, K., Auerbach–Major, S. & Queenan, P. (2003). Preschool Emotional Competence: Pathway to Social Competence. Child Development, 74(1), 238 - 256. 10.1111/1467-8624.00533.
Eisenberg, N. & Spinrad, T. (2004). Emotion-related regulation: Sharpening the definition. Child Development, 75(2), 334 - 339. 10.1111/j.1467-8624.2004.00674.x.
Essau, C. A., Leblanc, S. & Ollendick, T. M. (Eds.). (2017). Emotion Regulation and Psychopathology in Children and Adolescents. Oxford University Press.
Feilzer, M. Y. (2009). Doing Mixed Methods Research Pragmatically: Implications for the Rediscovery of Pragmatism as a Research Paradigm. Journal of Mixed Methods Research, 4(1), 6 - 16. https://doi.org/10.1177/1558689809349691.
Fereday, J. & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, 5(1), 80-92. https://doi.org/10.1177/160940690600500.
Frankel, L.A., Hughes, S.O., O’Connor, T.M., Power, T.G., Fisher, J.O. & Hazen, N.L. (2012). Parental Influences on Children’s Self-Regulation of Energy Intake: Insights from Developmental Literature on Emotion Regulation. Journal of Obesity, 2012, 1 - 12. 10.1155/2012/327259.
Frey, N., Fisher, D., & Smith, D. (2019). All learning is social and emotional: Helping students develop essential skills for the classroom and beyond. ASCD.
Fox, N. A. & Calkins, S. D. (2003). The Development of Self-Control of Emotion: Intrinsic and Extrinsic Influences. Motivation and Emotion, 27(1), 7 - 26. https://doi.org/10.1023/A:1023622324898.
Fried, L. (2011). Teaching Teachers about Emotion Regulation in the Classroom. Australian Journal of Teacher Education, 36(3), 1 - 11. 10.14221/ajte.2011v36n3.1.
Gogtay, N., Giedd, J.N., Lusk, L., Hayashi, K.M, Greenstein, D., Vaituzis, A.C., Nugent, T.F., Herman, D.H., Clasen, L.S., Toga, A.W., Rapoport, J.L. & Thompson, P.M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. NCBI, 101(21), 8174 - 8179. 10.1073/pnas.0402680101.
Gottman, J. (2011). Raising an Emotionally Intelligent Child: The Heart of Parenting. Simon & Schuster Paperbacks.
Graesser, A. C., & D’Mello, S. (2012). Emotions during the learning of difficult material. In Psychology of learning and motivation, Vol. 57, pp. 183-225. https://doi.org/10.1016/B978-0-12-394293-7.00005-4.
Graziano P. A., Reavis R. D., Keane S. P., Calkins S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3 - 19. 10.1016/j.jsp.2006.09.002.
Gregory, G., & Kaufeldt, M. (2015). The motivated brain: Improving student attention, engagement, and perseverance. ASCD.
Gross, J. J. (1998). The Emerging Field of Emotion Regulation: An Integrative View. Review of General Psychology, 2(3), 271 - 299. https://doi.org/10.1037/1089-2680.2.3.271.
Gross, J. J. (2007). Handbook of Emotion Regulation. Guilford.
Gross, J. J. (2015). The Extended Process Model of Emotion Regulation: Elaborations, Applications and Future Directions. Psychological Inquiry, 26, 130 – 137.
https://doi.org/10.1080/1047840X.2015.989751.
Gross, J. J. & Barrett, L. F. (2011). Emotion Generation and Emotion REgulation: One or Two Depends on Your Point of View. Journal of the International Society for Research on Emotion, 3(1), 8- 16. 10.1177/1754073910380974.
Gross, J. J. & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relatiohsips and well-being. Journal of Personality and Social Psychology, 85, 348 - 362. https://doi.org/10.1037/0022-3514.85.2.348.
Harris, P. L. (1989). Children and emotion: the development of psychological understanding. Blackwell.
Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. State University of New York Press.
Johnson, C.E., Keating, J.L., & Molloy, E.K. (2020) Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?. Medical Education, Vol. 54, pp. 559-570. https://doi.org/10.1111/medu.14154.
Jones, A. (2010). Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills. Journal of Interactive Media in Education, Vol. 2, No. 9, pp. 1 – 22. https://doi.org/10.5334/2010-9.
Jones, S.M. & Bouffard, S. M. (2012). Social and Emotional Learning in Schools: From Programs to Strategies. Society for Research in Child Development, Vol. 24(4), pp. 1 – 33. https://files.eric.ed.gov/fulltext/ED540203.pdf.
Jones, A. (2014). Emotional Development. In D. Mareschal, B. Butterworth & A. Tolmie (Eds.), Educational Neuroscience (pp. 297 - 319). John Wiley & Sons Ltd.
Kelley, N., Glazer, J. Pornpattananangkul, N. & Nusslock, R. (2019). Reappraisal and suppression emotion-regulation tendencies differentially predict reward-responsivity and psychological well-being. Biological Psychology, 140, 35-47.
https://doi.org/10.1016/j.biopsycho.2018.11.005.
Kochanska, G. & Knaack, A. (2003). Effortful Control as a Personality Characteristic of Young Children: Antecedents, Correlates, and Consequences. Journal of Personality, 71(6), 1087 - 1112. 10.1111/1467-6494.7106008.
Kolitz, D. (2018, October 9th). Do Kids Feel Stronger Emotions Than Adults? Retrieved from Child Development: https://gizmodo.com/do-kids-feel-stronger-emotions-than-adults-1828933152.
Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18, 199 - 214. https://doi.org/10.1037/0012-1649.18.2.199.
Kraiss, J.T., Klooster, P. M. T., Moskowitz, J. T & Bohlmeijer, E.T. (2020). The relationship between emotion regulation and well-being in patients with mental disorders: A meta-analysis. Compr Psychiatry, 102, 1-14. 10.1016/j.comppsych.2020.152189.
Kurki, K. (2017). Young Children's Emotion and Behaviour Regulation in Socio-Emotionally Challenging Situations. Oulu: University of Oulu, Faculty of Education. Retrieved from http://jultika.oulu.fi/files/isbn9789526216973.pdf.
Leisman, G. & Melillo, R. (2012). The Development of the Frontal Lobes in Infancy and Childhood: Asymmetry and the Nature of Temperament and Affect. In A. E. (Ed.), Frontal Lobe: Anatomy, Functions and Injuries (pp. 1 - 48). Nova Scientific Publishers.
Lopez-Perez, B., Gummerum, M. Wilson, E. & Dellaria, G. (2016). Studying Children's Intrapersonal Emotion Regulation Strategies from the Process Model of Emotion Regulation. The Journal of Genetic Psychology, 178(2), 73 - 88. 10.1080/00221325.2016.1230085.
Luna Scott, C. (2015). THE FUTURES of LEARNING 2: What kind of learning for the 21st century? UNESCO Education Research and Foresight, Paris. [ERF Working Papers Series, No. 14].
Macklem, G. L. (2007). Practitioner's guide to emotion regulation in school-aged children. Springer Science & Business Media.
Maheshwari, V. (2011, September 25). The Case Study - Research Method In Education. Retrieved from Philosophical commentary on issues of today: https://rajans.lk/wp-content/uploads/2020/06/The-Case-Study-%C2%AD-Research-Method-in-Education-_-Dr.-V.K.-Maheshwari-Ph.D.pdf.
Martinez, L. (2016). Teachers’ voices on social emotional learning : identifying the conditions that make implementation possible. International Journal of Emotional Education, Vol.8(2), p. 6-24. https://www.um.edu.mt/library/oar//handle/123456789/14429.
Martin, R.E. & Ochsner, K.N. (2016). The neuroscience of emotion regulation development: implications for education. Current Opinion in Behaviourial Sciences, 17(1), 142 - 148. 10.1016/j.cobeha.2016.06.006.
McClelland, M., Tominey, S. L., Schmitt, S. A. & Duncan, R. (2017). SEL Interventions in Early Childhood. The Future of Children, 27(1). 10.1353/foc.2017.0002.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. https://doi.org/10.1037/a0033546.
Meyer, D.K. & Turner, J. C. (2007). Scaffolding Emotions in Classrooms. In R. P. A. Schutz, Emotion In Education (pp. 243 -258). Elsevier Inc.
Miles, M. B. & Huberman, M. A. (2019). Qualitative Data Analysis: A Methods Sourcebook. Sage Thousand Oaks.
Molenaar, I., de Mooij, S., Azevedo, R., Bannert, M., Järvelä, S., & Gašević, D. (2023). Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data. Computers in Human Behaviour, Vol. 139, 107540. https://doi.org/10.1016/j.chb.2022.107540.
Morgan, D. L. (2014). Pragmatism as a Paradigm for Social Research. Qualitative Inquiry, 20(8), 1045-1053. https://doi.org/10.1177/1077800413513733.
Murray, D. W., Rosanbalm, K., & Christopoulos, C. (2016). Self-regulation and toxic stress report 3: A comprehensive review of self-regulation interventions from birth through young adulthood (Report #2016-34). Washington DC: Office of Planning, Research and Evaluation, Administration of Children and Families, U.S. Department of Health and Human Services. Retrieved from https://www.researchconnections.org/sites/default/files/pdf/rc31750.pdf.
Nadelson, L.S., Soto, E., Smith, T., Nekonchuk, S., Ims, J. & Nadelson, S. G. (2021). Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum. Children and Teenagers, 4(1), 1 - 30. https://doi.org/10.22158/ct.v4n1p1.
Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on medical education. Perspectives on Medical Education, 8(2), 90-97. 10.1007/s40037-019-0509-2.
OECD. (2023). Generative AI in the classroom: From hype to reality? Launch meeting of the Schools+ Network 22-23 May 2023, Boulogne (July 20, 2023). Available at: https://one.oecd.org/document/EDU/EDPC(2023)11/en/pdf.
Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School psychology international, 33(4), 433-449. https://doi.org/10.1177/0143034311427433.
Panfile, T. M. & Laible, D. J. (2012). Attachment Security and Child's Empathy: The Mediating Role of Emotion Regulation. Merrill-Palmer Quarterly, 58(1), 436 - 440. 10.1353/mpq.2012.0003.
Pekrun, R. (2014). Emotions and learning (Vol. 24, pp. 1-31). Geneva, Switzerland: International Academy of Education (IAE).
Perlman, S. B. & Pelphrey, K. A. (2010). Regulatory brain development: balancing emotion and cognition. Soc Neurosci, 5(5 - 6), 533 - 542. 10.1080/17470911003683219.
Rahman, M. M. (2019). 21st Century Skill 'Problem Solving': Defining the Concept. Asian Journal of Interdisciplinary Research, 2(1), 64 - 74. https://doi.org/10.34256/ajir1917.
Rane, N., Choudhary, S. & Rane, J. (2023). Education 4.0 and 5.0: Integrating Artificial Intelligence (AI) for Personalised and Adaptive Learning (November 2, 2023). Available at SSRN: https://ssrn.com/abstract=4638365 or http://dx.doi.org/10.2139/ssrn.4638365.
Richards, J. M. & Gross, J. J. (1999). Composure at any cost? The cognitive consequences of emotion suppression. Personality & social psychology bulletin, 25(8), 1933 - 1044. https://doi.org/10.1177/01461672992511010.
Rodway, P. & Schepman, A. (2023). The impact of adopting AI educational technologies on projected course satisfaction in university students. Computers and Education: Artificial Intelligence, Vol. 5, pp. 1 – 12. https://doi.org/10.1016/j.caeai.2023.100150.
Shonkoff, J. P. & Phillips, D. A. (Eds.). (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academy Press.
Seeley, S. H., Garcia, E. & Mennin, D. S. (2015). Recent Advances in Laboratory Assessment of Emotion Regulation. Current Opinion in Psychology, 3, 58 - 63. 10.1016/j.copsyc.2015.02.009.
Siggelkow, N. (2007). Persuasion with Case Studies. Academy of Management Journal, 50(1), 2- -24.
https://doi.org/10.5465/amj.2007.24160882.
Silkenbeumer, J.R., Schiller, E.M., Holodynski, M. & Kartner, J. (2016). The Role of Co-Regulation for the development of social-emotional competence. Journal of Self- Regulation and Regulation, 2, 11 - 26. https://doi.org/10.11588/josar.2016.2.34351.
Singh, S. & Sharma, N. R. (2018). Self-regulation as a correlate of psychological well-being. Journal of Health and Well-being, 9(3), 441-444. Retrieved from https://www.proquest.com/docview/2030127745/fulltextPDF/4C4713B83BE041F5PQ/1?accountid=14511.
Slade, S. & Griffith, D. (2013). A whole child approach to student success. KJEP Journal of Educational Policy Special Issue, pp. 21-35. http://eng.kedi.re.kr.
Srivasta, S., Tamir, M., McGonigal, K. M. , John, O.P. & Gross, J.J. (2022). The Social Costs of Emotional Suppression: A Prospective Study of the Transition to College. Journal of Personality and Social Psychology, 96(4), 883 - 897. 10.1037/a001475.
Stuss, D. T. & Benson, D. F. (1986). The frontal lobes. Raven Press.
Subic-Wrana, C., Beutel, M. E., Brahler, E., Stobel-Richter, Y., Knebel, A. Lane, R. D. & Jor Baune, B. T. (2014). How is emotional awareness related to emotion regulation strategies and self-reported negative affect in the general population? PloS one, 9(3). https://doi.org/10.1371/journal.pone.0091846.
Tan, J., Mao, J., Jiang, Y., & Gao, M. (2021). The Influence of Academic Emotions on Learning Effects: A Systematic Review. International journal of environmental research and public health, Vol. 18(18), 9678. https://doi.org/10.3390/ijerph18189678.
Thompson, R. A. (1994). Emotion Regulation: A Theme in Search of Definition. Monographs of the Society for Research in Child Development, 59(2/3), 25 - 52. https://doi.org/10.2307/1166137.
Thümmler, R., Engel, E. M., & Bartz, J. (2022). Strengthening Emotional Development and Emotion Regulation in Childhood-As a Key Task in Early Childhood Education. International journal of environmental research and public health, 19(7), 3978. https://doi.org/10.3390/ijerph19073978.
Uylings, H. (2006). Development of the Human Cortex and the Concept of ‘Critical’ or 'Sensitive Periods'. Language Learning, 56(1), 59- 90. https://doi.org/10.1111/j.1467-9922.2006.00355.x.
Wenzlaff, R. M., & Wegner, D. M. (2000). Thought suppression. Annual review of psychology, 51(1), 59-91.
https://doi.org/10.1146/annurev.psych.51.1.59.
Zeidner, M. (2014). Anxiety in education. In International handbook of emotions in education (pp. 265-288). Routledge.
Zieher, A.K., Bailey, C.S., Cipriano, C., McNaboe, T., Smith, K. & Strambler, M. J. (2024). Considering the “How” of SEL: A framework for the pedagogies of social and emotional learning. Social and Emotional Learning: Research, Practice, and Policy, Vol. 3, 100030, pp. 1 – 11. https://doi.org/10.1016/j.sel.2024.100030.
Zimmer-Gembeck, M.J. & Skinner, E.A. (2010). Review: The development of coping across childhood and adolescence: An integrative review and critique of research. International Journal of Behavioural Development, 35(1), 1 - 17. https://doi.org/10.1177/0165025410384923.
DOI: https://doi.org/10.32043/gsd.v8i3.1085
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN printed: 2532-3296