Webster, Elizabeth A.Hadwin, Allyson F.2018-05-142018-05-1420152015-03Webster, 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: 10.1080/01443410.2014.895292https://doi.org/10.1080/01443410.2014.895292http://hdl.handle.net/1828/9370This 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.enemotionsemotion regulationself-regulated learningself-evaluations of goal attainmentPostprintDepartment of Educational Psychology and Leadership Studies