Emotional Self-Regulation During Science Reading (Poster 5)

• In Event: Thursday Poster Session 2:30 pm
  In Poster Session: Cognitive and Emotional Processes in Learning Environments

Abstract

The Process, Emotion, Task Framework (P.E.T.) (Bohn-Gettler, 2021) predicts that during a constructive task that requires the reader to accommodate new information, readers will learn more from texts that elicit negative emotions. However, this theory does not take emotional self-regulation into consideration. In this study, participants self-reported their emotional self-regulation using the Difficulties with Emotional Regulation Scale (Gratz & Romer, 2004). Then they read science texts that were either written in a refutational structure or in an expository structure that described the scientific explanation with a positive, negative, or neutral tone. Participates with low or moderate impulsiveness met the predictions of the P.E.T. framework. However, participants with high impulsiveness learned more from texts with a positive valence.

Authors

• Brian W. Miller, Towson University

• Jared J McGinley, Towson University

• Blaire J Weidler, Towson University