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Updated: Aug 6, 2025

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Adversity, Engagement, and Later Achievement: The Role of Emotion Regulation and Parent-Child Relationship Quality
Casey Mullins1, Carlomagno C Panlilio2
1University of Miami, Department of Psychology, Department of Educational Psychology, Counseling, and Special Education.
Background:
Students who have experienced adversity tend to demonstrate poorer academic outcomes than their non-maltreated peers. Academic engagement, a multidimensional, motivational construct, associated with a myriad of positive academic outcomes is an important academically-related mechanism that can be leveraged to improve the outcomes of this population.
Objective:
The present study aimed to better understanding of how engagement develops in the context of adversity by exploring the effects emotion regulation skills and parent-child relationships have on engagement development.
Participants And Setting:
Analyses were conducted on 795 participants in the NSCAW dataset.
Methods:
Path analysis was used to estimate mediation and moderated mediation models.
Results:
Emotion regulation skills significantly mediated the effect experiencing trauma symptoms had on engagement. Parent-child relationship quality moderated the mediation effect emotion regulation skills had on the relationship between experiencing trauma symptoms and engagement.
Conclusions:
Emotion regulation skills and parent-child relationship quality are potential intervention targets to improve engagement for students who have experienced adversity.
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