Extending self-regulated learning to include self-regulated emotion strategies

By Adar Ben-Eliyahu, Lisa Linnenbrink-Garcia. 2013

165 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/450d5ed9dfe7e483ca18a9553dbe1e11f5eff117

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective (2015, background): “…that reappraising a situation is typically associated with beneficial effects, such as greater experience of positive emotions, diminished experience of negative emotions and higher levels of positive functioning (Ben-Eliyahu & Linnenbrink-Garcia, 2013; Gross & John, 2003; Nett et al., 2011).”
Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout (2015, background): “In educational context, there are some situations that demand high emotional control (Ben-Eliyahu & Linnenbrink-Garcia, 2013) that make teachers find ways to effectively make use of emotional regulatory skills and strategies (Hargreaves, 2000).”
Emotion regulation and academic underperformance: The role of school burnout (2017, background): “At a more general, trait-level context (as done in this current research) reappraisal is considered to be more adaptive while suppression is less adaptive (Ben-Eliyahu & Linnenbrink-Garcia, 2013).”
Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy (2020, background): “2017), and enhances academic performance (Ben-Eliyahu and Linnenbrink-Garcia 2013).”
Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students (2015, background): “Thus although Ben-Eliyahu and Linnenbrink-Garcia (2013) recently found that there may be benefits in suppressing emotions for emotional experiences in disliked classes, the same benefit does not appear to carry over to learning processes.”
Self-Control in School-Age Children (2014, background): “With few notable exceptions (e.g., Ben-Eliyahu & Linnenbrink-Garcia, 2013; Boekaerts, 2011), these two literatures have developed almost entirely in parallel, with little cross-fertilization.”