Planning to Overcome Frustration: The Effect of Self-Regulated Learning on Negative Emotions and Story Comprehension

• In Event: AERA Poster Session 5
  In Poster Session: Self-Regulated Learning Strategies

Abstract

Self-Regulated Learning (SRL) strategies are used during learning to regulate emotions and monitor learning (Pintrich, 2000; Winne & Hadwin, 1998). Previous research has demonstrated that SRL strategies improve learning outcomes, but research on the effect of SRL strategies on emotions and subsequent learning is still emerging. The current study examined whether the use of SRL strategies is related to the expression of negative emotions and story comprehension in a group of early elementary-aged learners. Results demonstrated that planning fully mediated the effect of frustration on story comprehension. Control strategies were also related to story comprehension, but not to emotions. These results suggest that encouraging the use of SRL strategies can mitigate the effects of negative emotions during learning.

Authors

• Stephanie Buono, University of Toronto

• Ana Zdravkovic, University of Toronto

• Earl Woodruff, OISE/University of Toronto