Emotion regulation in educational contexts: The role of positive strategies and self-control.

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Autor/in	Stiller, Anne-Kathrin
Titel	Emotion regulation in educational contexts: The role of positive strategies and self-control. Gefälligkeitsübersetzung: Emotionsregulation in Bildungskontexten: Die Rolle von positiven Strategien und Selbstkontrolle.
Quelle	(2020), 147 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit Dissertation, TU Darmstadt, Fachbereich Humanwissenschaften, 2019.
Beigaben	Anhang
Sprache	englisch
Dokumenttyp	online; Monografie
DOI	10.25534/tuprints-00009287
Schlagwörter	Emotion; Kurzzeitgedächtnis; Positives Denken; Film; Schule; Schülerleistung; Intervention; Regulation; Selbstkontrolle; Strategie
Abstract	Examined whether positive emotion regulation benefits academic learning and performance via promoting self-control resources. The main purpose was to examine whether the emotion regulation strategy of positive reappraisal benefits emotion experience and physiology as well as self-control resources in learning and achievement situations, as compared with strategies that focus on a mere reduction of negative emotions. Further objectives were to understand the role of positive emotions for self-control capacity and whether higher self-control resulting from emotion regulation is able to promote self-regulated learning and working memory capacity. A last purpose of this research was to test the effectiveness of an intervention to foster self-regulated learning that integrates positive emotion regulation. Two experimental studies and one intervention study examined the outcomes and trainability of positive emotion regulation in the context of academic learning and achievement. The first experimental study (Manuscript A, n=61 college students) compared the two strategies positive reappraisal and expressive suppression, whereas the second experiment (Manuscript B, n=118 participants) searched for within-strategy differences by comparing positive reappraisal with reappraisal focused on decreasing negative emotions. In the intervention study (Manuscript C, n=106 secondary school students), a training program was developed that aimed at promoting a range of positive emotion regulation strategies tailored to the context of academic learning for secondary school students. The effectiveness of an integrated training program that fostered both positive emotion regulation and self-regulated learning strategies simultaneously was compared with pure emotion regulation training. Part 1 of this dissertation features a synopsis. It provides a theoretical introduction leading to the research objectives, followed by an overview of the three manuscripts and a summarizing discussion. Part 2 includes the three original manuscripts. It is concluded that the results shed light on the consequences of positive reappraisal in educational contexts. They demonstrate a positive impact on affect and self-control resources, which in turn were supportive of self-regulated learning and facilitated cognitive performance. Training of positive emotion regulation made a valuable contribution to programs that foster self-regulated learning in secondary school students. Based on the findings, enhancing positive emotion regulation should be considered an important component in fostering self-regulation and academic success. - Contents: (1) Stiller, A.-K., Kattner, M.F., Gunzenhauser, C. & Schmitz, B. (2018). The effect of positive reappraisal on the availability of self-control resources and self-regulated learning. Educational Psychology, 39, 86-111. DOI: 10.1080/01443410.2018.1524851. (2) Stiller, A.-K., Kattner, M.F., Deja, M. & Schmitz, B. (n. d.). Reappraisal of failure feedback: Consequences for affect, perceived self-control resources, and working memory capacity. Manuscript submitted for publication. (3) Stiller, A.-K., Ogrin, S. & Schmitz, B. (2017). Integrating emotion regulation in programs of self-regulated learning - Training effectiveness and consequences for self-control capacity in secondary school students. Manuscript submitted for publication. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/2