Abstract
The purpose of this study is to examine the effects of learning flow, self-determination motivation, academic emotional regulation, and self-directed learning ability, which are known to affect learners' positive academic achievement after applying emotion regulation strategies in non-face-to-face classes. Emotional regulation strategies were conducted for 64 college students in a non-face-to-face class for 10 weeks. Next, the Paried t-test was conducted to compare learning flow, self-determination motivation, academic emotional regulation, and self-directed learning ability before and after. As a result, learning flow, academic emotional regulation, and self-directed learning ability significantly increased after the application of emotion regulation tasks in non-face-to-face classes. This study shows that if learners focus more on positive emotions in non-face-to-face classes, they can intervene in the learning and psychological aspects of students.
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