Emotion Regulation and Self-Regulated Learning During Mathematics Problem-Solving

• In Event: Self-Regulated Learning: Applications Across Domains

Abstract

We employed a mixed-methods approach to examine relations between elementary students’ (grades 3-6; N=152) use of emotion regulation (ER) strategies (cognitive reappraisal, expressive suppression), self-regulated learning (SRL) and mathematics problem-solving outcomes. Phases of SRL were tested as mediators between ER strategies and problem-solving outcomes. Trend analyses were conducted to provide additional evidence regarding the efficacy of ER strategies. Path analyses revealed that suppression positively predicted task definition of SRL, and that task definition predicted later phases of SRL (enactment, monitoring/evaluation). Task definition mediated the relationship between suppression and enactment, and monitoring and evaluation. Trend analyses suggest that suppression may be an effective ER strategy during mathematics problem-solving. Theoretical and practical implications of these findings are discussed.

Authors

• Kelsey M. Losenno, McGill University
  Presenting Author

• Krista R. Muis, McGill University
  Non-Presenting Author