School-Based Emotion Regulation Intervention: Evaluating the Effects on Social, Family, and Academic Success of Students at High-Risk of School Failure
Référence bibliographique 
Varona Prevez, Laura. 2016. «School-Based Emotion Regulation Intervention: Evaluating the Effects on Social, Family, and Academic Success of Students at High-Risk of School Failure». Mémoire de maîtrise, Montréal, Université McGill, Département de psychopédagogie et de psychologie du counseling.
Intentions : «The aim of the present study is to examine the change in academic achievement, parenting stress, and social outcomes of students with borderline intellectual functioning in response to the emotion regulation intervention in order to assess their current and unique social, family, and academic challenges. Additionally, the efficacy of the intervention to improve students’ social competence, academic achievement, and reduce parenting stress will also be evaluated.» (p. 20)
Échantillon/Matériau : «L’échantillon fut composé de 24 élèves du primaire entre l’âge de 9 et 12 ans avec une intelligence limite.» (p. 5)
Instruments : Questionnaire
Type de traitement des données : Analyse statistique
«Our findings revealed that there were no significant change in students’ overall social competence and parenting stress over the course of the emotion regulation intervention carried out by teachers. Evidence shows that parents who report higher levels of parenting stress are more likely, than those who do not, to use an authoritarian and negative parenting style […] and are less involved in their children’s lives […]. Further, greater emotional and social support from family members and friends appear to be associated with lower levels of parenting stress […]. Research by Benzies and colleagues (2004) show that parenting stress levels predict later behaviour problems in children. Given the above research evidence, future investment in studies examining the specific behaviours of children with borderline intelligence that parents find most challenging in order to develop appropriate intervention and support.» (p. 35-36)