Poster #2 - How and Why Undergraduate Students Regulate Emotion in Achievement Situations

• In Event: 18.060 - MTCC Poster Session Two
  In Poster Session: 18.060-2 - Emotion Regulation and Affective Experiences in Learning Contexts

Abstract

The purpose of this study was to conduct a descriptive and qualitative investigation of how and why students use emotion regulation strategies in achievement situations. Participants (n = 174) reported their implicit beliefs about emotion and described their emotion regulation strategy use while studying and taking an exam. Participant responses were coded using the process model of emotion regulation (Gross, 2015). Findings indicate that students use an array of emotion regulation strategies to regulate their emotions while studying and taking an exam. The findings also show different patterns of emotion regulation strategy implementation based on the achievement situation and implicit beliefs about emotion. Thus, to understand students’ emotion regulation decision making it is important to consider context and underlying beliefs.

Authors

• Amanda Jarrell, McGill University

• Susanne P. Lajoie, McGill University

• Maren Gube, McGill University