Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective

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Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout (2015, background): “Gross (1998) identified five kinds of strategies for regulating emotions in his process framework (as cited in Webster & Hadwin, 2014): (a) situation selection (approaching or avoiding certain individual, places, or aims), (b) situation modification (directly altering external perspective of a…”
Regulation and socio-emotional interactions in a positive and a negative group climate (2018, methodology): “This list was developed from existing theory and research in both individual and collaborative contexts (Gross 1998; Järvenoja and Järvelä 2009; Schutz et al. 2004; Webster and Hadwin 2014).”
The Role of Metamotivational Monitoring in Motivation Regulation (2018, background): “Our distinction between these two types of feelings is consistent with Winne and Hadwin’s (1998) COPES model of self-regulated learning, which posits that emotions can both influence and be the product of task engagement (Webster & Hadwin, 2015, p. 796).”