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首页> 外文期刊>Motivation and emotion >Extending self-regulated learning to include self-regulated emotion strategies
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Extending self-regulated learning to include self-regulated emotion strategies

机译：扩展自我调节学习以包括自我调节情绪策略

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摘要

Emotions and their regulation were examined in favorite and least favorite academic courses. Building on prior research, three forms of regulation (suppression, reappraisal, and rumination) were examined. Reappraisal was positively related to positive emotions across contexts and negatively related to negative emotions in favorite courses. Rumination was positively related with negative emotions in both contexts and negatively related to positive emotions in least favorite courses. Surprisingly, suppression was negatively related to activated positive emotions (excitement) in favorite courses, but positively related to positive deactivated emotions (relaxation) in least favorite courses. Person-centered analyses using latent classes revealed that in favorite courses, the use of rumination was critical in differentiating regulatory profiles. In contrast, reappraisal distinguished among the regulatory profiles in least favorite courses.Results suggest that self-regulated emotion strategies are differentially employed based on course preference and highlight the potential utility in considering self-regulated emotion strategies as part of self-regulated learning.
机译：在最喜欢和最不喜欢的学术课程中检查了情绪及其调节。在先前研究的基础上，研究了三种形式的监管（抑制，重新评估和反省）。重新评估与跨情境的积极情绪正相关，与喜爱课程中的消极情绪负相关。在两种情况下，反省都与消极情绪成正相关，而在最不喜欢的课程中反省与消极情绪成负相关。令人惊讶的是，在最喜欢的课程中，抑制与激活的积极情绪（兴奋）负相关，而在最不喜欢的课程中，抑制与积极的失活情绪（松弛）正相关。使用潜伏类的以人为中心的分析表明，在喜欢的课程中，反刍的使用对于区分监管概况至关重要。相比之下，重新评估在最不喜欢的课程中区分了规章制度。结果表明，根据课程偏好，自我调节的情感策略被不同地采用，并突显了在将自我调节的情感策略作为自我调节学习的一部分时的潜在效用。

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