Challenging experiences and regulation of emotions: Children’s personal narrativesabout learning to write
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This study analyzes emotionally challenging experiences and strategies to regulate emotions that are (re)constructed in children’s personal narratives about learning to write. The researchers designed a narrative study with First Grade students based on interviews. The design of this research incorporated contributions from narrative and dialogic psychology and the process model for emotional regulation. The researchers identified challenging experiences involving both social interactions and writing activities were identified, as well as a number of strategies that the students use to regulate their emotions (selection and modification of situations, attentional deployment, cognitive reappraisal and response modulation). Increased detail and narrative depth were evidenced when the students described their experiences and strategies in autobiographical terms. The results evidence the intertwined construction between speech and emotional regulation.
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