Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective

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dc.contributor.authorWebster, Elizabeth A.
dc.contributor.authorHadwin, Allyson F.
dc.date.accessioned2018-05-14T18:46:12Z
dc.date.available2018-05-14T18:46:12Z
dc.date.copyright2015en_US
dc.date.issued2015-03
dc.description.abstractThis study examined undergraduate students’ reports of emotions and emotion regulation during studying from a self-regulated learning (SRL) perspective. Participants were 111 university students enrolled in a first-year course designed to teach skills in SRL. Students reflected on their emotional experiences during goal-directed studying episodes at three times over the semester. Measures included self-evaluations of goal attainment, emotion intensity ratings and open-ended descriptions of emotion regulation strategies. Findings generally revealed that positive emotions were positive predictors and negative emotions were negative predictors of self-evaluations of goal attainment, although positive emotions were associated with larger changes in self-evaluations. Boredom was analysed separately and was found to be a positive predictor at the between-person level but not a predictor at the within-person level. Finally, students reported (a) enacting a variety of strategies to regulate their emotions and (b) using a different strategy more often than the same strategy from one study session to the next.en_US
dc.description.reviewstatusRevieweden_US
dc.description.scholarlevelFacultyen_US
dc.description.sponsorshipThis work was supported by the Social Sciences and Humanities Research Council of Canada under a standard research grant [grant number 410-2008-0700] awarded to Allyson F. Hadwin and a Joseph-Armand Bombardier Master’s Scholarship awarded to Elizabeth A. Webster.en_US
dc.identifier.citationWebster, E.A., & Hadwin, A.F. (2015). Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective. Educational Psychology, 35(7), 794-818. doi: 10.1080/01443410.2014.895292en_US
dc.identifier.urihttps://doi.org/10.1080/01443410.2014.895292
dc.identifier.urihttp://hdl.handle.net/1828/9370
dc.language.isoenen_US
dc.publisherEducational Psychologyen_US
dc.subjectemotions
dc.subjectemotion regulation
dc.subjectself-regulated learning
dc.subjectself-evaluations of goal attainment
dc.subject.departmentDepartment of Educational Psychology and Leadership Studies
dc.titleEmotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspectiveen_US
dc.typePostprinten_US

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