Emotion in Motion: Emotion Regulation Among Undergraduate Engineering Students in Their Most Challenging Courses

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 4
  In Roundtable Session: Cognition, Confidence, and Emotion: Unpacking Metacognitive and Motivational Dynamics

Abstract

This mixed-methods study examined undergraduate engineering students’ emotion regulation in their most challenging courses and their related characteristics. Surveys from 206 students assessed their use of 11 emotion regulation strategies and related emotional, academic, and resilience factors. A cluster analysis identified four distinct groups based on strategy use: Infrequent Strategy Users, Frequent Multi-Strategy Users, Occasional Multi-Strategy Users, and Internalized Strategy Users. ANOVA results showed significant group differences across emotional, academic, and resilience characteristics. To better understand these patterns, we conducted follow-up interviews with 15 students and found unique themes within each group. Together, these findings offer both theoretical contributions to the study of multiple emotion regulation strategies and practical implications for educational interventions that support emotional well-being and academic success.

Authors

• Juhee Kim, Florida State University

• Jeannine E. Turner, Florida State University

• Joseph Gerretz, Florida State University

• Pia Rugel, Florida State University