12-13 PsycSMP Showcase
What kinds of projects have our SMP students done?
Prospective PsycSMPs: A past student may have suggested a path for future research that you would like to follow!
Students can visit the College Archives (Calvert 009-ground floor) to read or view past St. Mary's Projects Mondays and Thursdays from 8 a.m. to 4 p.m. (appointments recommended).
Access to a full SMP can depend on how a student completed a release form, but most SMPs can be read or viewed in the College Archives without restriction.
Electronic copies of SMPs are usually provided to faculty and staff upon request, but students are provided electronic copies of SMPs only with the permission of a faculty member.
Kodluboy, Christine. (2013, May). Teaching academics and parenting about emotions: How children learn to feel good and do well in the classroom.
Mentor: Dr. Scott Mirabile
Emotion regulation, a complex and adaptive process developed in early childhood, relates to many outcomes including emotional, social, and academic competence. The adaptive regulation of emotion is crucial to successful performance in the classroom setting because of the regulatory behavior needed to perform academic tasks in the class and socialize with teachers and others. Although the greatest amount of research studying emotion socializers revolves around parents, teachers play an important role as well and merit an equally in-depth analysis of their impact. Teacher report measures were used to assess teacher’s active and passive emotion socialization, and children’s emotion regulation and academic performance. The researcher analyzed the data to identify a direct relationship between socialization and academic performance with the mediating variable of emotion regulation. Although this mediation did not exist, many significant and expected indirect paths occurred between the three constructs. Positive expressivity and supportive responses to children’s emotion were significantly positively correlated with better emotion regulation, and negative expressivity and unsupportive socialization was linked with poorer outcomes. Higher adaptive emotion regulation was positively correlated with better academic performance. This study emphasized the need for the continuation of research about influential emotion socializers in a child’s life and the importance of properly developed emotion regulation for academic success.