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Motivational Regulation Meets Emotional Regulation: Understanding Their Conceptual and Functional Interplay in Academic Settings
Sat, April 13, 7:45 to 9:15am, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 1Session Type: Symposium
Abstract
Students’ motivational (MR) and emotional (ER) self-regulation form important components of their learning and academic lives. While there seems to be consensus that motivation and emotion are closely intertwined, MR and ER have been studied in relative isolation from one another. The papers in this session jointly aim to contribute to a better understanding of possible interrelations between MR and ER in academic settings in terms of the types of regulatory strategies used to handle motivational and emotional challenges during learning as well as possible determinants and outcomes of regulatory students’ strategy use. Presenters will reflect on implications for cultivating integrative theoretical perspectives on MR and ER, and for designing impactful interventions that foster adaptive self-regulation in academic settings.
Sub Unit
Chairs
Papers
Students’ Self-Regulation of Motivation and Emotion: Same Same but Different? - Kristina Stockinger, University of Augsburg; Ulrike Elisabeth Nett, Augsburg University; Markus Dresel, University of Augsburg
The Interplay Between Emotion Regulation Goals, Emotion Regulation Strategies, and Emotions With Two Learner Populations - Jason Matthew Harley, McGill University; Matthew Moreno, University of Central Florida; Keerat Kaur Grewal, McGill University; Sayed Azher, McGill University; Allyson F. Hadwin, University of Victoria; Mariel F.W. Miller, University of Victoria; Susanne P. Lajoie, McGill University; Reinhard Pekrun, University of Essex; Jeffrey Wiseman, McGill University; Ning-Zi Sun, McGill University; Danielle S. Shafiepour, McGill University
Are Implicit Theories About Emotion and Motivation Differentially Related to Motivational and Emotional Self-Regulation? - Maike Trautner, Philipps-University Marburg; Malte Schwinger, Philipps-University Marburg
How Changes in Motivational Regulation Promote Students’ Socio-Emotional Outcomes - Yeo-eun Kim, Sungkyunkwan University; Christopher A. Wolters, The Ohio State University