MOŻLIWOŚCI REGULACJI EMOCJI U DZIECI W ŚRODOWISKU SZKOLNYM
POSSIBILITY OF REGULATING CHILDREN’S EMOTION OF SCHOOL ENVIRONMENT

Summary/Abstract: The article includes a proposal to look at school environment as a tool involved in regulation of children’s emotion. Emotion regulation consists of the extrinsic and intrinsic processes responsible for monitoring, evaluation, and modification of emotional reactions, especially their intensive and temporal features. Thus, the processes determine the time and intensity of one’s reaction, and consequently help to accomplish one’s goals. On the basis of Alan Srouf’s theory the author is analysing the relation between emotional tension, security and performance. Author concludes that security determines dynamic threshold range for affective response and tolerance of emotional tension. The article also presents a developmental model of emotion regulation. General course of development may be described as a movement from an external to self-regulation of emotion. In the analysis of the school environment the Author distinguished three domains of external regulation of pupils’ emotion: individual, group and institutional domain.

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