The function of emotion regulation for self-regulated learning

Project outline

Due to its relevance for academic and non-academic learning, the ability of self-regulated learning is considered as a basic competency that should be fostered. Emotions can impede SRL and thus pose a problem for many learners. Dealing with emotions in terms of functional emotion regulation is therefore presumed to be a basic prerequisite for self-regulated learning. The objective of the project is to examine the impact of certain types of emotion regulation strategies on important components of self-regulated learning.

For this purpose we examine the effect of different emotion regulation strategies on self-regulated learning within an experiment. The self-regulatory learning behaviour of 15-year-old students will be assessed while working on an unstructured task with a computer. We will compare strategies with respect to their effects on learning behaviour.

The results shall then be transferred in the natural context of everyday homework situations in a second study by investigating intervention effects. Students’ functional emotion regulation will be enhanced by a training, whose impact on self-regulated learning in the homework context will be examined.

This Project is funded by Jacobs Foundation.