Emotions, Emotion Regulation, and Self-Regulation of Learning

By M. Boekaerts. 2011

253 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/0d3108a8caaadb2d51a0f89052e5cd1b223e7b35

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

Citations in the corpus

A Revised Writer(s)-Within-Community Model of Writing (2018, background): “Emotions are affectively charged feelings, moods, cognitions, and well-being (Boekaerts, 2011).”
Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “Recent theories and models of SRL recognize metacognition, cognition, motivation, and emotions as important to the process of self-regulated learning (see Boekaerts, 2011; Pintrich, 2000; Winne & Hadwin, 1998; Zimmerman, 2000).”
How Individual Self-Regulation Affects Group Regulation and Performance (2015, methodology): “…7 = always use this strategy) created for this study to measure students’ emotion-regulation strategies in individual and group situations using Boekaerts (2011) taxonomy: expressing emotions, suppressing emotions, denying or ignoring emotions, reappraising emotions, and asking for social…”
Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning (2014, background): “Goal setting enables learners to plan their learning processes (Boekaerts, 2011; Efklides, 2011; Zimmerman, 2008b).”
Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand (2016, background): “Other SRL models also mention the importance of being aware of one’s actions as part of regulation: Boekaerts (2011) through the use of “appraisal” in her model, Efklides (2011) by mentioning “monitoring and control,” Pintrich (2000), who uses awareness not only for cognition but also for…”
Regulation and socio-emotional interactions in a positive and a negative group climate (2018, background): “…distinguish among different affective constructs, such as mood and emotion (e.g., see Rosenberg 1998), we adopt a broader perspective in line with Boekaerts (2011) who indicates “the term ‘emotion’ is used in every-day language to refer to affectively charged cognitions, feelings, moods, affect,…”
Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “It is only in the last decade that self-regulation research has started to pay attention to regulation of emotions, yet mainly at the individual level (Boekaerts, 2011).”
Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. (2012, background): “Nevertheless, often they lack adequate motivation because, when trying to learn, they do not experience progress, because they are not able to “self-regulate” their learning process (Boekaerts, 2011; Zimmerman, 2011).”
Self-Control in School-Age Children (2014, background): “Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In Handbook of self-regulation of learning and performance (pp. 408–425). New York, NY: Routledge. Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-r”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “Additionally, as long as there are high-stakes consequences for the self or ego associated with assessing one’s own work to be of low or poor quality, there will be pressure to avoid criteria that lead to negative self-assessments (Boekaerts, 2011).”