Award Date

12-1-2020

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Educational Psychology & Higher Education

First Committee Member

Tiberio Garza

Second Committee Member

E. Michael Nussbaum

Third Committee Member

LeAnn Putney

Fourth Committee Member

Joshua Baker

Fifth Committee Member

Colleen Parks

Number of Pages

77

Abstract

Metacognitive emotion regulation is a complex system of our underlying thinking that contributes to the emotions that we endure. By gaining an understanding of this concept, young children can learn various strategies, e.g. cognitive reappraisal, problem solving, and delayed gratification, to help alter their thoughts and/or goals to alleviate negative emotion. Thus, they are able to increase their confidence in their own metacognitive emotion regulation abilities and awareness. This study explored the awareness of young children and their metacognitive emotion regulation abilities, the strategies that young children take part in to try and control negative emotion, and the learning strategies that young children pair with developing emotion. This study concluded with knowledge that children rely on cognitive reappraisal in order to promote positive emotion and in turn, control negative emotions.

Keywords

awareness; children; cognition; emotion; metacognition; regulation

Disciplines

Educational Psychology

File Format

pdf

File Size

1100 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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