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Turning That Frown Upside Down: Emotion Regulation in Achievement Settings
Mon, April 16, 4:05 to 6:05pm, Millennium Broadway New York Times Square, Floor: Sixth Floor, Room 6.01Session Type: Symposium
Abstract
Emotions profoundly impact students’ well-being and achievement. Accordingly, upregulating emotions that are beneficial (e.g., enjoyment) and downregulating those that are harmful for learning (e.g., boredom) is fundamental for ensuring psychological health and academic success. How such adaptive regulation can be achieved and fostered is, however, not yet well understood. The contributions in this symposium address these issues and begin with an integration of two prominent theories on achievement emotions and emotion regulation that informed the five empirical studies to be presented. Using different methodologies, these studies address the types of emotion regulation strategies secondary and higher education students deploy, how these impact their emotions and achievement, and how students’ emotion regulation can be supported by interventions and influenced by teachers.
Sub Unit
Chairs
Papers
Achievement Emotions: A Process Model of Emotion Regulation - Jason Matthew Harley, University of Alberta; Reinhard Pekrun, University of Essex; Jamie Taxer, Stanford University; James J Gross, Stanford University
Optimizing Emotion Regulation: Zooming in on the Antecedents and Effects of Anxiety Components - Anna-Lena Roos, University of Konstanz; Thomas Goetz, University of Konstanz; Maike Krannich, Universität Konstanz; Katarzyna Gogol; Amanda Jarrell, McGill University
The Emotional and Academic Consequences of Emotion Regulation During Studying and Exams - Amanda Jarrell, McGill University; Tara Tressel, McGill University; Susanne P. Lajoie, McGill University
How Emotion Regulation Strategies Affect Mood Before Exams: Does Context Matter? - Anna-Lena Rottweiler; Jamie Taxer, Stanford University; Ulrike Elisabeth Nett, Augsburg University
Personalized Feedback Attributional Retraining: Effects on Achievement Emotions and Performance - Patti C. Parker, University of Manitoba; Jeremy M. Hamm, University of California - Irvine; Raymond P. Perry, University of Manitoba; Judy Chipperfield, University of Manitoba
Extrinsic Emotion Regulation in the Classroom: Teachers' Attempts to Regulate Students' Emotions - Jamie Taxer, Stanford University; James J Gross, Stanford University