Abstract
The focus of this chapter is emotion regulation. The first half of the chapter helps to deepen theoretical and empirical understanding of the concept. Laying out the discussion of why emotion regulation is a beneficial practice in learning, the chapter describes the process through which emotions can be regulated together with families of strategies shown to be effective for regulating emotions in the fields of psychology and education. As such, while the discussions in Chap. 2 focused on the applications for teachers, this chapter is geared toward the learners, namely what they can do to self-regulate their emotions. The second half of the chapter offers opportunities to apply the insights into examining types of emotion regulation strategies appeared in teachers’ and learners’ vignettes. The chapter ends with practical ideas and suggestions for the application of emotion regulation strategies to enhance learning.
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Notes
- 1.
Convergent validity refers to how closely different methods (e.g., a newly developed scale and an existing instrument) to measure the same construct are correlated. Conversely, divergent validity refers to the degree to which similar methods to measure theoretically different constructs demonstrate low correlation. Criterion validity refers to how well one measure predicts another external criterion or standard, which is relevant or reliable.
- 2.
The term, cope, is often used in the literature when discussing dealing with negative emotions as the term typically refers to the behaviors aimed at dealing with stressful encounters (Lazarus & Folkman, 1984).
- 3.
Mindsets refer to the beliefs individuals hold about the innateness of intelligence (Dweck, 1999, 2006). Learners with fixed mindsets believe that intelligence is unchangeable and therefore ability will not improve no matter how hard they work. On the other hand, learners with growth mindsets feel a sense of agency in their learning and that effort leads to higher academic performance.
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Nakamura, S. (2023). Emotion Regulation and Emotion Regulation Strategies. In: Emotion Regulation and Strategy Instruction in Learning. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-42116-7_3
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