The function of emotion regulation for self-regulated learning

Methods

Overview: In this research project we intend to examine the impact of functional and dysfunctional emotion regulation on self-regulated learning within one preliminary study and two main studies. 15-year-old students will represent the target group of the project because the results of the OECD Program of International Student Assessment (PISA) pointed out that there is a special need for support in this age. In the preliminary study we are going to test and improve instruments, instructions and material that we intend to use in the main studies. The first main study examines the relationship between (dys)functional emotion regulation and self-regulated learning in the laboratory. If the results can be transferred into a natural context and can be utilized for application, will be tested in the second main study which will be carried out in the field. In both studies emotional and self-regulatory variables will be assessed via single measurement and process-related.

• Experimental Study: In our first study we intend to examine the effect of different emotion regulation strategies for self-regulated learning within an experiment by investigating differences in learning behaviour while certain emotion regulation strategies are being used. The learning task will consist in gaining knowledge on a topic, such as a topic of natural science. While participants work on the task with the computer multiple aspects of self-regulated learning will be assessed, such as planning, goal setting, learning techniques, self-monitoring, motivation, and learning outcome.
• Field intervention study: When the functionality of different emotion regulation strategies for self-regulated learning has been cleared up by our first study, subsequently, the results’ practical utility is to be investigated within the natural context of students’ everyday homework. For that purpose, we intend to enhance the use of functional emotion regulation strategies by means of training and test its impact on self-regulated learning in the homework context. Self-regulated learning will be measured by standardised diaries over a longer period of time.