Project title

Emotion regulation in secondary school pupils’ learning (EmReg)

The research project focuses on elementary school pupils’ (N = 100) emotion regulation considered as a critical precondition for motivated and strategic learning. The objectives are to (1) investigate what characterizes successful individual and group level emotion regulation as a part of self-regulated learning, (2) implement process-oriented methods complemented with physiological measures to investigate emotion regulation, and (3) provide knowledge on socio-emotional experiences to support emotion regulation in pedagogical practice. The empirical study involves data collection in class-like laboratory setting and classrooms. It combines video data, task-specific self-reports and physiological data to capture the emotion regulation during learning. The results will bring understanding about emotion regulation and its meaning for successful self-regulated learning. In practice, the results open up opportunities for tackling emotional problems and marginalization in classrooms.