International Journal of Emotional Education

3-18

Authors: Marija Šaric Drnas

This study focuses on the relationship between reinforcement sensitivity and aggression according to the combination of forms and functions of aggression (i.e. proactive overt, proactive relational, reactive overt and reactive relational), and on the moderating role of gender in this relationship. The survey included 656 adolescents (55.33% male) from the city of Zagreb, Croatia. The results show that reward sensitivity has the highest relation with proactive overt aggression, while punishment sensitivity has the highest relation with reactive relational aggression. A moderator analysis shows that boys with high reward sensitivity manifest higher level of proactive overt aggression than girls with high reward sensitivity. Also, boys with high punishment sensitivity manifest higher level of reactive relational aggression than girls with high punishment sensitivity. The findings can help to improve the treatment of aggressive behaviour in adolescence by focusing on reward sensitivity in relation to punishment sensitivity.

35-47

Authors: Alina Schäfer, Fabian Pels and Jens Kleinert

The aim of the present study was to examine whether different coping strategies (focus on positive, support coping, active coping and evasive coping) mediate the relationship between emotion-regulation (i.e., emotion acceptance skills, emotion resilience skills and emotion regulation skills) and perceived stress in physical education (PE) teachers. The sample consisted of 457 PE pre-service teachers. Results show that evasive coping strategies partly negatively mediate the relationship between emotion resilience skills and emotion regulation and perceived stress. Therefore, emotion-regulation might protect against using evasive coping strategies, which have been found to be related to higher stress in previous studies.

65-82

Authors: Valeria Cavioni, Ilaria Grazzani and Veronica Ornaghi

Recent decades have seen a rise in mental health problems among children and adolescents. Despite a proliferation of studies describing effective school-based mental health programs, reviews of current research in this field suggest a strong lack of consensus concerning the definition of school mental health and its constructs. In the present paper, we set out to fill this gap via a two-step process: first, we offer a critical overview of recent research around the concept of school mental health; second, we propose a comprehensive theoretical framework for researchers, practitioners, and policy-makers involved in mental health promotion and school prevention programs. The proposed framework comprises three key domains: the first two, cover the promotion of social and emotional learning and resilience, while the third concerns the prevention of behavioural problems.

88-94

Authors: Craig Strong, David Hindley, Mustafa Sarkar and Mary Nevill

Short Research Report