Dimension: Emotion regulation strategies
DefinitionMost models of self-regulated learning focus only on cognitive, metacognitive, and motivational learning strategies (Pintrich, 2003; Winne & Hadwin, 1998; Zimmerman, 2000), although emotions are similarly essential for learning processes (D’Mello & Graesser, 2012; Pekrun & Linnenbrink-Garcia, 2012). Emotions can influence the learning process indirectly via motivation but can also have a direct impact on cognitive resources and information processing. With Gross & John (2003), self-regulated emotion strategies can be divided into reappraisal (adaptive strategies) and suppression (maladaptive strategies).
ZielgruppeLehrkräfte
KonstruktzuordnungEinsatz und Variation verschiedener Lehr-Lernmethoden
UrsprungEigenentwicklung
Veröffentlichungsdatum28.10.2025
Items der Skala
| Item-Formulierung |
|---|
| The student tells himself/herself that the problem is not as bad if he/she is unhappy (sad, angry, afraid) while learning. |
| The student goes to someone who can help him/her when he/she is unhappy (sad, angry, afraid) while learning. |
| The student thinks about how to solve the problem when he/she is unhappy (sad, angry, afraid) while learning. |
Gehört zuUnterrichtsbeobachtung (Ratingmanual): Assessing How Teachers Enhance Self-regulated learning (ATES)