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This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639 students (M ag e = 10.6 years; SD = 1.25, 52.4% girls) in northwest Germany, factor analytic procedures for the subdimensions of students dealing with emotionally challenging classroom situations show that two factors can be distinguished each for students' appraisals, for students' adaptive behavior, for students' maladaptive behavior, and for students' desired teacher behavior. The questionnaire and subscales demonstrate good reliability and validity values. Thus, the DECCS questionnaire shows good psychometric properties and is well suited for determining how students deal with emotionally challenging classroom situations. [ABSTRACT FROM AUTHOR]

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Students experience both positive and negative emotions during lessons. However, little research has been conducted into students' perspectives on how they deal with these emotions. For this reason, the current study aimed to investigate how students perceive, deal with, and interact in emotional classroom situations, using a mixed-methods approach. In Study 1, 28 primary school children in the fourth grade drew pictures of achievement-emotion situations and were subsequently interviewed. In a three-step analysis process, students' drawings and interviews were analysed using open coding and content analysis. In Study 2, 635 students from 38 primary and secondary schools in northern Germany reported (via the DECCS questionnaire) their appraisals, achievement emotions, emotion regulation behaviour, and desired teacher support regarding two case vignettes: one involving a learning situation and the other a performance situation. The results of Study 1 reveal that peers play a crucial role in how students deal with positive emotions in class. The structural equation model of Study 2 shows that almost all pathways between emotion regulation behaviour (maladaptive as well as adaptive) and students' desired teacher behaviour in the form of praise and support are significant. The results of both studies indicate that social support (i.e., peer interactions and teacher support) is crucial in how students deal with both positive and negative achievement emotions in class. [ABSTRACT FROM AUTHOR]

Do expansive body postures increase self-esteem in children? Power posing is a popular but also controversial topic. Still, there has been no research on the possible effects in children. To investigate the influence of power posing in children, 108 German fourth graders were randomly assigned to a high versus a low power posing group. Self-esteem was self-reported; feelings were assessed indirectly. There was an effect of power posing on self-reported global and school self-esteem. Furthermore, children who had performed high power poses in comparison with those who had performed low power poses mentioned more positive feelings, higher power feelings, and a more positive student–teacher relationship. Results are interpreted with regard to the context and the cultural dependency of the power posing effect. Implications for school practice are addressed. [ABSTRACT FROM AUTHOR]