Emotion Regulation During Studying and Exams in Undergraduate Students: Antecedents, Achievement Emotions, and Outcomes

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-4 - Poster Session 2: Motivational and Affective Processes

Abstract

Using a mixed-method approach, the current study examines student context-specific emotion regulation (ER) and emotions during studying and exam taking. Participants were 98 first-year undergraduate students from a North American University. Using a combination of well-established scales and open-ended responses, participants’ perceived ability to regulate emotions (i.e. ER self-efficacy), achievement emotions and ER strategies were compared between studying and exam taking. Results indicate that in both achievement contexts, ER self-efficacy relates positively to positive achievement emotions and negatively to negative achievement emotions. Participants reported that their achievement emotions were more intense during studying than during exams and ER self-efficacy was higher during exams than during studying. Participants also reported using different ER strategies of varying degrees depending on achievement context.

Authors

• Amanda Jarrell, McGill University

• Susanne P. Lajoie, McGill University

• Tara Tressel, McGill University

• Maedeh Assadat Kazemitabar, McGill University