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Extending self-regulated learning to include self-regulated emotion strategies

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Abstract

Emotions and their regulation were examined in favorite and least favorite academic courses. Building on prior research, three forms of regulation (suppression, reappraisal, and rumination) were examined. Reappraisal was positively related to positive emotions across contexts and negatively related to negative emotions in favorite courses. Rumination was positively related with negative emotions in both contexts and negatively related to positive emotions in least favorite courses. Surprisingly, suppression was negatively related to activated positive emotions (excitement) in favorite courses, but positively related to positive deactivated emotions (relaxation) in least favorite courses. Person-centered analyses using latent classes revealed that in favorite courses, the use of rumination was critical in differentiating regulatory profiles. In contrast, reappraisal distinguished among the regulatory profiles in least favorite courses. Results suggest that self-regulated emotion strategies are differentially employed based on course preference and highlight the potential utility in considering self-regulated emotion strategies as part of self-regulated learning.

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Notes

  1. While emotion regulation can occur as a result of social relationships (e.g., social sharing and coregulation), the current study aimed at integrating emotion regulation within the self-regulated learning framewok, which focuses on self-enacted or internal regulation during learning.

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Authors and Affiliations

  1. Department of Psychology & Neuroscience, Duke University, 247 Soc Psych Bldg., PO Box 90086, Durham, NC, 27708-0086, USA

    Adar Ben-Eliyahu & Lisa Linnenbrink-Garcia

Authors
  1. Adar Ben-Eliyahu
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  2. Lisa Linnenbrink-Garcia
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Correspondence to Adar Ben-Eliyahu.

Appendix

Appendix

Items for each scale

Reappraisal (adapted from Gross and John 2003):

When I study or work on tasks related to my (least) favorite class…

  1. 1.

    when I want to feel more positive emotion, I change the way I’m thinking about the situation.

  2. 2.

    when I’m faced with a stressful situation, I make myself think about it in a way that helps me stay calm.

  3. 3.

    I control my emotions by changing the way I think about the situation I’m in.

  4. 4.

    when I want to feel less negative emotion, I change the way I’m thinking about the situation.

  5. 5.

    when I want to feel more positive emotion (such as joy or amusement), I change what I’m thinking about.

  6. 6.

    when I want to feel less negative emotion (such as sadness or anger), I change what I’m thinking about.

Suppression (adapted from Gross and John 2003):

When I study or work on tasks related to my (least) favorite class…

  1. 1.

    I control my emotions by not expressing them.

  2. 2.

    When I am feeling negative emotions, I make sure not to express them.

  3. 3.

    I keep my emotions to myself.

Rumination (adapted from Nolen-Hoeksema et al. 1993):

  1. 1.

    I think “I won’t be able to get my work done in my (least) favorite class if I don’t snap out of this”

  2. 2.

    I think “Why can’t I get going?” to complete work for my (least) favorite class.

  3. 3.

    I think “Why do I always react this way?” about tasks in my (least) favorite class.

  4. 4.

    I think about a task in my (least) favorite class, wishing it had gone better.

  5. 5.

    I think “I won’t be able to concentrate if I keep feeling this way about my (least) favorite class.”

  6. 6.

    I think “Why can’t I handle things better in my (least) favorite class?”

  7. 7.

    I think about all my shortcomings, failings, faults, mistakes related to my (least) favorite class.

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Ben-Eliyahu, A., Linnenbrink-Garcia, L. Extending self-regulated learning to include self-regulated emotion strategies. Motiv Emot 37, 558–573 (2013). https://doi.org/10.1007/s11031-012-9332-3

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