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

Motivation and Emotion

Volumn 37, Issue 3, 2013, Pages 558-573

  Ben Eliyahu, Adar ^a   Linnenbrink Garcia, Lisa ^a  

^a DUKE UNIVERSITY   (United States)

Author keywords

Academics; Context; Emotion regulation; Emotions; Preference; Self regulated learning

Indexed keywords

EID: 84881229509     PISSN: 01467239     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11031-012-9332-3     Document Type: Article

References (55)

1. Ahmed, W., van der Werf, G., Kuyper, H., & Minnaert, A. (2012). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of Educational Psychology. Advanced online publication. doi: 10. 1037/a0030160.
2. Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30, 217-237. doi: 10. 1016/j. cpr. 2009. 11. 004.
3. Baker, R. S. J., Corbett, A. T., Roll, I., & Koedinger, K. R. (2008). Developing a generalizable detector of when students game the system. User Model User-Adapted Interaction, 18, 287-314. doi: 10. 1007/s11257-007-9045-6.
4. Baker, R. S. J., D'Mello, S. K., Rodrigoc, M. T., & Graesser, A. C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive-affective states during interactions with three different computer-based learning environments. International Journal Human-Computer Studies, 68, 223-241. doi: 10. 1016/j. ijhcs. 2009. 12. 003.
5. Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2011). Achievement goal orientations, emotions, and engagement: A focus on the varying role of emotions in favorite and least-favorite classes. Paper presented at the Annual Meeting of the American Education Research Association, New Orleans, LA.
6. Boekaerts, M. (2007). Understanding students' affective processes in the classroom. In P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 37-56). San Diego, CA: Academic Press.
7. Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA, US: Academic Press.
8. Butler, E. A., Egloff, B., Wilhelm, F. H., Smith, N. C., Erickson, E. A., & Gross, J. J. (2003). The social consequences of expressive suppression. Emotion, 3, 48-67. doi: 10. 1037/1528-3542. 3. 1. 48.
9. Carver, C. S., & Scheier, M. F. (1990). Origins and functions of positive and negative affect: A control-process view. Psychological Review, 97, 19-35. doi: 10. 1037/0033-295X. 97. 1. 19.
10. Collins, N. L., & Miller, L. C. (1994). Self-disclosure and liking: A meta-analytic review. Psychological Bulletin, 116, 457-475.
11. Curci, A., & Rimé, B. (2012). The temporal evolution of social sharing of emotions and its consequences on emotional recovery: A longitudinal study. Emotion. Advance online publication. doi: 10. 1037/a0028651.
12. D'Mello, S., & Graesser, A. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22, 145-157. doi: 10. 1016/j. learninstruc. 2011. 10. 001.
13. Davis, H. A., DiStefanou, C., & Schutz, P. A. (2008). Identifying patterns of appraising tests in first-year college students: Implications for anxiety and emotion regulation during test taking. Journal of Educational Psychology, 100, 942-960. doi: 10. 1037/a0013096.
14. Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A., & Pekrun, R. (2011). Students' emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36, 25-35. doi: 10. 1016/j. cedpsych. 2010. 10. 001.
15. Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46, 6-25.
16. Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300-319. doi: 10. 1037/1089-2680. 2. 3. 300.
17. Frymier, A. B. (1994). The use of affinity-seeking in producing liking and learning in the classroom. Journal of Applied Communication Research, 22, 87-105.
18. Goetz, T., Frenzel, A. C., Lüdtke, O., & Hall, N. C. (2011). Between-domain relations of academic emotions: Does having the same instructor make a difference? The Journal of Experimental Education, 79, 84-101.
19. Goetz, T., Nett, U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., et al. (2012). Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22, 225-234. doi: 10. 1016/j. lindif. 2011. 04. 006.
20. Gordon, R. A. (1996). Impact of ingratiation on judgments of evaluations: A meta-analytic investigation. Journal of Personality and Social Psychology, 71, 54-70.
21. Gross, J. J. (1998). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74, 224-237. doi: 10. 1037/0022-3514. 74. 1. 224.
22. Gross, J. J. (1999). Emotion and emotion regulation. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp. 525-552). New York, NY, US: The Guilford Press.
23. Gross, J. J. (2008). Emotion and emotion regulation: Personality processes and individual differences. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (3rd ed., pp. 701-722). New York, NY, US: The Guilford Press.
24. Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362. doi: 10. 1037/0022-3514. 85. 2. 348.
25. Hall, J. A., Epstein, A. M., DeCiantis, M. L., & McNeil, B. J. (1993). Physicians' liking for their patients: More evidence for the role of affect in medical care. Health Psychology, 12, 140-146.
26. Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 47-77.
27. John, O. P., & Gross, J. J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development. Journal of Personality, 76, 1301-1334.
28. Koole, S. L., & Kuhl, J. (2007). Dealing with unwanted feelings: The role of affect regulation in volitional action control. In J. Shah & W. Gardner (Eds.), Handbook of motivation science (pp. 295-307). New York: Guilford.
29. Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97, 197-213. doi: 10. 1037/0022-0663. 97. 2. 197.
30. Linnenbrink, E. A. (2007). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. In P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107-124). San Diego, CA: Academic Press.
31. Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24. doi: 10. 1016/j. cedpsych. 2010. 09. 001.
32. Lyubomirsky, S., & Nolen-Hoeksema, S. (1993). Self-Perpetuating properties of dysphoric rumination. Journal of Personality and Social Psychology, 65, 339-349. doi: 10. 1037/0022-3514. 65. 2. 339.
33. Magnusson, D. (2003). The person approach: Concepts, measurement models, and research strategy. New Directions for Child and Adolescent Development, 101, 3-23. doi: 10. 1002/cd. 79.
34. Morris, S. B., & DeShon, R. P. (2002). Combining effect size estimates in meta-analysis with repeated measures and independent-groups designs. Psychological Methods, 7, 105-125. doi: 10. 1037//1082-989X. 7. 1. 105.
35. Muthén, L. K., & Muthén, B. O. (2010). Mplus user's guide (6th ed.). Lost Angeles, CA: Muthén & Muthén.
36. Nolen-Hoeksema, S., & Aldao, A. (2011). Gender and age differences in emotion regulation strategies and their relationship to depressive symptoms. Personality and Individual Differences, 51, 704-708.
37. Nolen-Hoeksema, S., Morrow, J., & Fredrickson, B. L. (1993). Response styles and the duration of episodes of depressed mood. Journal of Abnormal Psychology, 102, 20-28. doi: 10. 1037/0021-843X. 102. 1. 20.
38. Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling, 14, 535-569. doi: 10. 1080/10705510701575396.
39. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. doi: 10. 1007/s10648-006-9029-9.
40. Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115-135. doi: 10. 1037/a0013383.
41. Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48. doi: 10. 1016/j. cedpsych. 2010. 10. 002.
42. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106. doi: 10. 1207/S15326985EP3702_4.
43. Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), The handbook of research on student engagement (pp. 259-292). New York: Springer.
44. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686.
45. Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
46. Richards, J. M., & Gross, J. J. (2000). Emotion regulation and memory: The cognitive costs of keeping one's cool. Journal of Personality and Social Psychology, 79, 410-424. doi: 10. 1037/70022-3514. 79. 3. 410.
47. Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotion in educational activity settings. Educational Psychology Review, 18, 343-360. doi: 10. 1007/s10648-006-9030-3.
48. Treynor, W., Gonzalez, R., & Nolen-Hoeksema, S. (2003). Rumination reconsidered: A psychometric analysis. Cognitive Therapy and Research, 27, 247-259. doi: 10. 1023/A: 1023910315561.
49. Wentzel, K. R., Weinberger, D. A., Ford, M. E., & Feldman, S. S. (1990). Academic achievement in preadolescence: The role of motivational, affective, and self-regulatory processes. Journal of Applied Developmental Psychology, 11, 179-193.
50. Winne, P. H., & Hadwin, A. F. (1996). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
51. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ US: Lawrence Erlbaum Associates Publishers.
52. Yik, M., Russell, J. A., & Steiger, J. H. (2011). A 12-point circumplex structure of core affect. Emotion, 11, 705-731. doi: 10. 1037/a0023980.
53. Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165-184). San Diego, CA: Elsevier Academic Press.
54. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA US: Academic Press.
55. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183. doi: 10. 3102/000283120731290.