The Roles of Self-Regulated Learning and Emotion Regulation During Mathematics Problem Solving

• In Event: Poster Session 8
  In Poster Session: Students' Emotions and Learning

Abstract

Emotion regulation and self-regulated learning are crucial to learners’ academic achievements. The current study examined relationships between emotion regulation, self-regulated learning, and mathematics problem solving achievement in a sample of elementary students. Findings demonstrated a significant mediation wherein emotion reappraisal strategies positively predicted students’ engagement in self-regulatory processes and math problem solving achievement. Moreover, students’ engagement in self-regulatory processes fully mediated the relationship between emotion reappraisal and math achievement. Emotion suppression strategies negatively predicted students use of self-regulatory processes, but not achievement. These findings have implications for learners’ academic outcomes and call for continued collaboration between researchers and educators to design effective instructional practices.

Authors

• Kelsey M Losenno, McGill University

• Krista R. Muis, McGill University

• Brendan Munzar, McGill University

• Cynthia Psaradellis, McGill University

• Cara Adrianne Singh, McGill University

• James A. Vivian, McGill University

• Ivana Di Leo, McGill University

• Nancy E. Perry, The University of British Columbia