The mediating role of emotion regulation in the relationship between executive functions and self-regulations of gifted and nongifted students

Year 2021, , 139 - 149, 15.06.2021

Oğuzhan Yavuz , Müge Yukay Yüksel

https://doi.org/10.17478/jegys.908540

Cited By: 1

Abstract

The main purpose of this study is to examine the mediating role of emotion regulation difficulties in the relationship between executive functions and self-regulation of students with and without in the Science and Art Center (SaC) (called BILSEM in Turkish) which trained gifted students at Turkey. The study is a descriptive study in which predictive correlational research, one of the types of correlational research model, is used. The study group of the research consisted of the students studying in the province of Istanbul in the 2020-2021 academic year. In the sample, 6,7 and 8th grade students who are gifted in SaC (59 females, 64 males in total 123) and those who are not in SaCs (89 males 95 females, 184) 6, 7th and 8th grade students are included. Appropriate sampling method was used for participation in the study. In the study, Behavioral Rating Inventory of Executive Function (BRIEF) Parent Form, Difficulties in Emotion Regulation Scale (DERS) and The Adolescent Self-Regulatory Inventory (ASRI) were used. In the research, the data were analyzed using the PROCESS macro plug-in of Hayes with the SPSS 20 package program.For the mediation model created in line with the results, Bootstrap method was used to see the indirect effects. In the study, also the moderated mediation effect model analysis was used to. İn result, the direct, indirect and total effects of emotion regulation difficulties were found to be statistically significant in the relationship between executive functions and self-regulation skills of secondary school students with and without in SaC. It has been observed that the moderated variable with and without in SaC or not a significant effect on the indirect effect.

Keywords

Executive functions, Executive functions, Emotion regulation, Science and Art Center, Self-regulation

References

• Al-Hmouz, H. & Abu-Hamour, B. (2017). Do Executive Functions Differentiate Gifted Children, Children at Risk of LDs, and Average Children? International Journal of Special Education, 32(1), 88-114.
• Bailey, R. & Jones, S.M. (2019). An Integrated Model of Regulation for Applied Settings. Clinical Child and Family Psychology Review, 22, 2–23.
• Barish, K. (2012). Emotions in Child Psychotherapy: An Integrative Framework. Oxford: Oxford University Press.
• Bayliss, D. M. & Roodenrys, S. (2010). Executive processing and attention deficit hyperactivity disorder: An application of the supervisory attentional system. Developmental Neuropsychology, 17(2),161-180.
• Berkman, E.T. (2016). Self‑Regulation Training. In Vohs, K.D.& Baumeister, R.F. (Eds.), Handbook of Self-Regulation (3rd ed.,pp.440-457) New York and London: The Guilford Press.
• Best, J.R., Miller, P.H. & Naglieri, J.A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21, 327–336.
• Brocki, K. C., &Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental Neuropsychology, 26(2), 571 593.
• Büyüköztürk, Ş., Şekercioğlu, G. & Çokluk, Ö. (2018). Sosyal bilimler için çok değişkenli istatistik: spss ve lısrel uygulamaları. Ankara: Pegem Akademi Yayıncılık.
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Kardeniz, Ş. & Demirel, F. (2020). Eğitimde Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi Yayıncılık.
• Cacioppo, J. T., Berntson, G. G., & Klein, D. J. (1992). What is an emotion?: The role of somatovisceral afference, with special emphasis on somatovisceral “illusions.” Review of Personality and Social Psychology, 14, 63–98.
• Carlson, S. M., Zelazo, P. D., &Faja, S. (2013). Executivefunction. In P. D. Zelazo (Ed.), Oxford library of psychology. The Oxford handbook of developmental psychology (Vol. 1): Body and mind (p. 706–743). Oxford: Oxford UniversityPress.
• Carver, C. S., & Scheier, M. F. (2011). Self-regulation of action and affect. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (2nd ed., pp. 3–21). New York: Guilford Press.
• Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168.
• Eisenberg, N., Hernández, M.M. & Spinrad, T.L. (2017). The Relation of Self-Regulation to Children’s Externalizing and Internalizing Problems. In Essau, C.A., Leblanc, S. & Ollendick, T.H. (Series Eds.), Emotion Regulation and Psychopathology in Children and Adolescents (1th ed., pp. 18– 42) Oxford: Oxford Unıversıty Press.
• Ekşi-Sınır, G. (2020). Comparison of problem solving, attention skills and executive functions of students with and without special learning difficulties. Master of Thesis, Marmara University, İstanbul.
• Finders, J.K., McClelland, M.M., Geldhof, G.J., Rothwell, D.W. & Bridget E. Hatfield, B.E. (2021). Explaining achievement gaps in kindergarten and third grade: Therole of self-regulation and executive function skills. Early Childhood Research Quarterly, (54), 72–85.
• Frijda, N. (2006). The laws of emotion. Mahwah, NJ: Erlbaum.
• Fuster, J. M. (2008). The prefrontal cortex (4th ed.). Boston, MA: Academic Press.
• Gioia, G. A., Isquith, P. K., Guy, S. C., Kenworthy, L. (2000). BRIEF: Behavioral rating inventory of executive function professional manual. Odessa, Florida: Psychological Assessment Resources.
• Gratz, K.L. & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26, 41–47.
• Gross, J. J. (2002). Emotion regulation: Affective, cognitive and social consequences. Psychophysiology, 39, 281– 291.
• Gürbüz, S. (2019). Aracı, düzenleyici ve durumsal etki analizleri. Ankara:Seçkin yayıncılık.
• Hanna-Pladdy B. (2007). Dysexecutive syndromes in neurologic disease. Journal of Neurologic Physical Therapy, 31(3), 119–127.
• Harma, M. (2008). The Impact Of Parental Control And Marıtal Conflıct On Adolescents’ Self-Regulatıon And Adjustment. Master Of Thesis, The Middle East Technical University, Ankara.
• Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: a regression-based approach. New York London:The Guilford Press.
• Hendry, A., Jones, E. J.H., & Charman, T. (2016). Executivefunction in the firstthreeyears of life: Precursors, predictors and patterns. Developmental Review, 42, 1-33.
• Hofmann,W., Schmeichel, B.J. & Baddeley, A.D. ( 2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180.
• Jones, S. M., Bailey, R., Barnes, S. P., & Partee, A. (2016). Executive function mapping project: untangling the terms and skillsrelated to executive function and self-regulation in early childhood. OPRE. In Report # 2016-88. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
• Jones, S. M., Bailey, R., Meland,E.A. & Brion-Meisels, G. (2019). Getting Developmental Science Back Into Schools: Can What We Know About Self-Regulation Help Change How We Think About “No Excuses”? Front. Psychol. 10, 1885.
• Kanık, P. (2017). Examination of Students Diagnosed As Gifted and Non-Gifted Ones in terms of Locus of Control And Self-Regulatory Learnıng Strategıes. Master of Thesis, Gazi Osmanpaşa University, Tokat.
• Karagöz, Y. (2019). SPSS-AMOS-META Uygulamalı istatistiksel analizler. Ankara: Nobel Akademik Yayıncılık.
• Koole, S.L. & Aldao, A. (2016). The Self‑Regulation of Emotion: Theoretical and Empirical Advances. In Vohs, K.D.& Baumeister, R.F. (Eds.), Handbook of Self-Regulation (3rd ed.,pp.24-41) New York and London: The Guilford Press.
• Küçüksille E. (2014). Çoklu doğrusal regresyon modeli. Ş Kalaycı (ed.), SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri içinde (p. 259-266). Ankara: Asil Yayınevi.
• Leana-Taşcılar, M. Z. & Cinan, S. (2012). Executive Functions in Gifted and Average Students: Tower of London Test. Psikoloji Çalışmaları Dergisi, 32(1), 13-30.
• Lengua, L. J. (2008). Effortful control in the context of socioeconomic and psychosocial risk. Invited paper for the symposium: New Directions in Psychological Science and their Implications for Dissemination. Paper presented at the American Psychological Association’s fourth annual Science Leadership Conference Designing the Future: Innovations in Knowledge Dissemination for Psychological Science, Tempe, AZ.
• MEB (Ministry of National Education of Turkey) (2016). Bilim ve Sanat Merkezleri Yönergesi. https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/070313 50_bilsem_yonergesi.pdf. (Date of access: 5 March 2021)
• Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100. doi: 10.1006/cogp.1999.0734
• Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., … Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698. doi: 10.1073/pnas.1010076108
• Moilanen, K. L. (2005). Parenting and Self Regulati¬on in Adolescence: Associations with Adolescent Behaviors. Doctoral Thesis, University of Nebraska, USA.
• Mauss, I., Levenson, R. W., McCarter, L., Wilhelm, F., & Gross, J. J. (2005). The tie that binds?: Coherence among emotion experience, behavior, and physiology. Emotion, 5, 175–190.
• Nathalie, N.G. (2011). Self-Regulation, Dysregulation, Emotion Regulation and Their Impact on Cognitive and Socio-Emotional Abilities in Children and Adolescents with Autism Spectrum Disorders. In Tim Williams (Ed.), Autism Spectrum Disorders - From Genes to Environment (pp.243-286) Croatia: Intech Open.
• Nazlı-Köylü, S. (2010), Turkish translation, reliability and validity Studies of Behavior Rating Inventory Of Executive Function (BRIEF). Master of thesis, İstanbul University,İstanbul.
• Öztemür, G. (2018). Relatıonshıps Between Executıve Functıonıng, Prıvate Speech, And Emotıon Regulatıon In Preschoolers. Master of Thesis. Boğaziçi University,İstanbul.
• Rocha, A., Almeida, L. S., & Perales, R. G. (2020). Comparison of gifted and non-gifted students’ executive functions and high capabilities. Journal for the Education of Gifted Young Scientists, 8(4), 1397-1409. DOI: http://dx.doi.org/10.17478/jegys.808798
• Rugancı, R. N., & Gençöz, T. (2010). Psychometric properties of a Turkish Version of the Difficulties in Emotion Regulation Scale. Journal of Clinical Psychology, 66(4), 442-455.
• Sarıtaş, D. & Gençöz, T. (2011). Adolescents’ Emotion Regulation and Its Relation with Their Mothers’ Emotion Regulation and Parental Rearing Behaviors. Turk J Child Adolesc Ment Health, 18 (2), 117-126.
• Sinatra, G. M., Broughton, S. H., & Lombardi, D. (2014). Emotions in science education. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 415– 436). New York: Routledge.
• Şahin, N.H.(2020). Duygularımız ve Düzenlemesi. (Ed. Dr. Gizem Cesur Soysal ve Dr. Ela Öncel Arı). Duygu Düzenleme içinde (s.3-20). Ankara: Nobel Akademik Yayıncılık.
• Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Boston: Allyn and Bacon.
• Tercanlı-Metin, G., Harma, M., Gökçay, G. & Bahçivan-Saydam, R. (2017). Negative Life Events, Behavior Problems and Self-Regulation of Adolescents from Low Socio-Economic Status.Turkish Journal of Psychology, 32(79), 1–14.
• Thompson, R. A., & Calkins, S. D. (1996). The double- edged sword: Emotional regulation for children at risk. Development and Psychopathology, 8(01), 163– 182.
• Usher, E.L. & Schunk, D.H. (2018). Social Cognitive Theoretical Perspective of Self-Regulation. In Schunk, D.H.& Greene, J.A. (Eds.), Handbook of Self-Regulation of Learning and Performance (2nd ed.,pp.19-35) New York and London: Routledge Taylor& Francis Group.
• Wagner, D.D. & Heatherton, T.F. (2014). Emotion and Self Regulation Failure. In Gross, J.J. (Ed.), Handbook of Emotion Regulation (2nd ed.,pp.613-628) New York and London: The Guilford Press.
• Zelazo, P. D., Blair, C. B., & Willoughby, M. T.(2016). Executive Function: Implications for Education (NCER 2017-2000). Washington, D.C: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.