Emotion Regulation During Complex Mathematics Problem Solving: Testing the ERAS Model with Elementary Students

• In Event: Emotions and Emotion Regulation in Mathematics: New Insights Into Antecedents And Outcomes

Abstract

“Mathematics is not about numbers, equations, computations, or algorithms; it is about understanding” (Thurston, 2013, p. 76). For many elementary students, however, understanding complex mathematics problems can be a real struggle (Di Leo et al., 2019; Kapur, 2025). When given complex problems to solve, students may experience confusion, frustration, and anxiety, which can hinder their ability to solve the problems and can lead to disengagement (Munzar et al., 2021). Impasses may also occur, which can trigger confusion and hopelessness if not regulated and resolved (Lehman & Graesser, 2015). Research has shown, however, that when regulated and resolved, confusion can benefit learning (D’Mello et al., 2014). This highlights the importance of emotion regulation (ER) during mathematics learning and problem-solving (Losenno et al., 2020; Pizzie & Kraemer, 2023). What remains unclear is what predicts effective ER and how emotions shape the strategies students use to regulate their emotions to achieve learning goals (Harley et al., 2019; Munzar et al., 2021).
In their emotion regulation in achievement situations model (ERAS), Harley et al. (2019) integrated Pekrun’s (2006) control-value theory of achievement emotions with Gross’s (2015) process model of emotion regulation to describe how different achievement emotions, object foci, time frames, and discrete emotions influence ER. They proposed that achievement emotions arise through a four-phase process: the academic achievement situation (e.g., individual or social; high- or low-stakes evaluation), attention (focus on activity or outcome; timeframe including prospective, current, or retrospective), appraisal (control and value), and response (e.g., change perceptions of control, change emotion). Each phase contains key elements that can serve as a focal point for ER. To date, little empirical work has evaluated this theoretical model. We evaluated the ERAS model by exploring antecedents and consequences of elementary students’ ER during complex mathematics problem-solving during an individual, high-stakes evaluation.
Specifically, we examined relations between control, value, emotions, and two emotion regulation strategies: cognitive reappraisal and expressive suppression. We tested two different models to empirically evaluate the ERAS model (see Figures 3 and 4). Two hundred forty-seven elementary students from grades 3-6 reported their perceptions of control and value, and how often they cognitively reappraise or suppress emotions during complex mathematics problem-solving. Students then solved a complex problem, appropriate for their grade level, and then reported the emotions they experienced during problem-solving. Path analyses revealed that task value and control positively predicted reappraisal and suppression, mediated by curiosity, joy, confusion, and boredom. Curiosity, surprise, and confusion positively predicted reappraisal; curiosity and boredom positively predicted suppression. Joy and anxiety negatively predicted suppression. Reappraisal predicted mathematics problem-solving achievement. Moderation analyses revealed that at average and high levels, confusion and boredom positively moderated relations between task value/control and reappraisal, whereas anxiety negatively moderated these relations. For suppression, boredom negatively moderated the relation between control and suppression. Our findings suggest that task value and control are key antecedents to emotion regulation, emotions influence strategy use, and intensity of certain emotions predicts specific strategies. These results support the ERAS model, with implications further discussed in the paper.

Authors

• Krista R. Muis, McGill University

• Kelsey M. Losenno, McGill University