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postgraduate thesis: Relation of emotion regulation and the school adjustment of Hong Kong young adolescents : peer support as a mediator

TitleRelation of emotion regulation and the school adjustment of Hong Kong young adolescents : peer support as a mediator
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Cheng, W. [鄭慧妍]. (2014). Relation of emotion regulation and the school adjustment of Hong Kong young adolescents : peer support as a mediator. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394205
AbstractThe purpose of the current study was to investigate the relationship between emotion regulation and school adjustment in Secondary One students, and the mediation effect of peer support on such relationship. A sample of 207 adolescents completed measures of school adjustment, peer support, and emotion regulation. Results revealed that the use of expressive suppression was negatively associated with all school adjustment variables (social, personal-emotional, and academic adjustment). Cognitive reappraisal was correlated with social and personal-emotional adjustment and the relations were mediated through peer support. Results suggested that the importance of adaptive emotion regulation strategy and peer support improves students’ adjustment during school transition. Implications for education provided to early adolescents in the Hong Kong context are discussed.
DegreeMaster of Social Sciences
SubjectEmotions in adolescence - China - Hong Kong
Student adjustment - China - Hong Kong
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/209673

 

DC FieldValueLanguage
dc.contributor.authorCheng, Wai-yin-
dc.contributor.author鄭慧妍-
dc.date.accessioned2015-05-12T23:13:39Z-
dc.date.available2015-05-12T23:13:39Z-
dc.date.issued2014-
dc.identifier.citationCheng, W. [鄭慧妍]. (2014). Relation of emotion regulation and the school adjustment of Hong Kong young adolescents : peer support as a mediator. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394205-
dc.identifier.urihttp://hdl.handle.net/10722/209673-
dc.description.abstractThe purpose of the current study was to investigate the relationship between emotion regulation and school adjustment in Secondary One students, and the mediation effect of peer support on such relationship. A sample of 207 adolescents completed measures of school adjustment, peer support, and emotion regulation. Results revealed that the use of expressive suppression was negatively associated with all school adjustment variables (social, personal-emotional, and academic adjustment). Cognitive reappraisal was correlated with social and personal-emotional adjustment and the relations were mediated through peer support. Results suggested that the importance of adaptive emotion regulation strategy and peer support improves students’ adjustment during school transition. Implications for education provided to early adolescents in the Hong Kong context are discussed.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshEmotions in adolescence - China - Hong Kong-
dc.subject.lcshStudent adjustment - China - Hong Kong-
dc.titleRelation of emotion regulation and the school adjustment of Hong Kong young adolescents : peer support as a mediator-
dc.typePG_Thesis-
dc.identifier.hkulb5394205-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5394205-

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