Adaptive Emotion Regulation Strategies Research Articles

You’re not alone: imagery rescripting for adolescents who self-harm

IntroductionNon-suicidal self-injury (NSSI), which refers to the deliberate act of causing harm to one’s own body without the intent to commit suicide, occurs in 20% of youth. Interestingly, approximately 90% of individuals who engage in self-harm report intrusive mental imagery thereof shortly prior to the act of NSSI. Previous research has demonstrated that imagery rescripting (IR) is an effective technique to treat intrusive mental images and associated clinical symptoms, such as emotion dysregulation, in various psychiatric disorders. However, there is no research on IR for adolescents who self-harm. Therefore, the present study aims to investigate the efficacy and feasibility of a two-session short-intervention using IR to reduce NSSI and associated clinical symptoms in adolescents. The intervention was supported by an app-based digital health intervention (DHI).MethodsA single case series A-B design with three post-assessments (1 week, 1 month, and 3 months post-intervention) was implemented. Seven adolescents received two treatment sessions of IR, supported by a DHI between sessions. NSSI (SITBI), emotion regulation (ERQ), emotional distress (BDI-II, STAI-T), self-efficacy (WIRKALL_r), and treatment satisfaction (BIKEP) were evaluated.ResultsThere was an increase in adaptive emotion regulation strategies up to 3 months post-intervention. Furthermore, patients improved regarding their self-efficacy, depressiveness, anxiety, and NSSI symptomatology. The developed DHI was described as a helpful and supportive tool.ConclusionThe intervention has shown initial evidence to be feasible and beneficial for adolescents conducting NSSI. The DHI has demonstrated to be a valuable tool in the treatment of self-harming youth.

Playing for keeps or just playing with emotion? Studying tilt and emotion regulation in video games.

In video gaming, tilt is thought to relate to poor emotional control and game performance. Despite widespread recognition of tilt in video gaming, there is a lack of research examining tilt empirically. One thousand and seven gamers took part in our online study examining gamers experience of tilt, the factors which contribute to and protect against tilt, and the emotion regulation strategies gamers employ to deal with tilt. Gamers who reported playing for more competitive reasons, were at higher risk of experiencing tilt. Additional factors associated with an increased risk of experiencing tilt were increased anger and more hours spent playing. Protective factors against experiencing tilt were also identified, inclusive of a greater number of years gaming experience and engagement in adaptive emotion regulation strategies. This study provides an important starting point for creating a better understanding of tilt in gaming, equipping us with new knowledge to better support gamers to improve their emotion regulation during game play performance.

A 1-year longitudinal study on experiencing workplace cyberbullying, affective well-being and work engagement of teachers: The mediating effect of cognitive reappraisal.

Research on experiencing workplace cyberbullying (WCB) and its underlying mechanisms that impact the well-being of teachers is scarce. We propose that cognitive reappraisal, which is a useful and adaptive emotion-regulation strategy for reinterpreting emotion-eliciting situations, is a mediator explaining the inverse relationships between experiencing WCB and well-being. A three-wave longitudinal survey (baseline, T1; 3months, T2; and 1year, T3) was conducted with a sample of 444 primary and secondary schoolteachers in Hong Kong, China. Exposure to WCB, cognitive reappraisal, affective well-being and work engagement of participants was assessed. In line with the hypotheses, results showed that cognitive reappraisal mediated the associations between WCB and well-being. WCB at T1 was negatively associated with cognitive reappraisal at T2, which in turn was positively associated with positive affect and work engagement and negatively associated with negative affect at T3. Findings suggest that the intrusive nature of WCB renders its victims emotionally exhausted and helpless, thus negatively impacting the process to reinterpret the situation in a positive light, resulting in undesirable consequences. This study has illuminated WCB's inhibitory mechanism and its long-term detrimental impact. Practical implications are discussed.

The Effectiveness of Acceptance and Commitment Therapy on Emotion Regulation, Behavioral Symptoms, and Academic Performance of Children with Attention Deficit/Hyperactivity Disorder

Background: Children with attention-deficit/hyperactivity disorder (ADHD) frequently struggle with emotional regulation, behavioral issues, and academic performance, leading to peer rejection and social isolation. Objectives: The present study aimed to investigate the effects of acceptance and commitment therapy (ACT) on emotion regulation, behavioral symptoms, and academic performance of children with ADHD. Methods: A quasi-experimental study was conducted using a pretest-posttest design. The study population consisted of all primary school students with ADHD aged 7 - 11, as well as their mothers, in Amol in 2021. A purposive sample of 30 individuals was selected for the study. Participants were assigned to either the ACT training group (n = 15) or the control group (n = 15) through a simple random allocation. The participants in the study filled out questionnaires on emotion regulation, children's behavioral symptoms, and academic performance. The data was analyzed using an analysis of covariance. Results: In the pretest phase, the scores for adaptive emotion regulation strategies, maladaptive emotion regulation strategies, behavioral symptoms, and academic performance were 43.07 ± 6.05, 65.13 ± 9.27, 91.20 ± 12.58, and 128.47 ± 29.84, respectively; whereas in the posttest phase, they were 61.20 ± 8.01, 52.00 ± 6.00, 67.13 ± 12.73, and 159.73 ± 21.11, respectively. Acceptance and commitment therapy resulted in enhanced emotion regulation strategies and academic performance, as well as a decrease in behavioral symptoms in children with ADHD (P < 0.001). Conclusions: Given the effectiveness of acceptance and commitment therapy training in emotion regulation, behavioral symptoms, and academic performance, this approach may be employed by counselors and psychologists at counseling and psychotherapy centers to help remedy ADHD.

Single-parent Adolescents’ Resilience and Psychological Well-being: The Role of Social Competence and Emotion Regulation

Background: Previous studies have shown that children and adolescents living with single parents are prone to behavioral and psychological difficulties and experience a poor sense of well-being. Also, the period of adolescence is critical for the development of an individual in multiple aspects; it is important to focus on their well-being and associated factors for a better transition into adulthood. Aims: This study aims to find the mediating role of social competence and emotion regulation on the relationship between resilience and psychological well-being among single-parent adolescents. Methods: This was a cross-sectional study. The study sample was 385 adolescents residing in Kerala (179 boys and 206 girls, mean age = 15.03, SD = 1.45). A total of 185 participants (48.1%) were from families that lost either of their parents to death, and the other 200 participants (51.9%) were from divorced or separated families. Self-reported measures for resilience, social competence, emotion regulation, and psychological well-being were used for data collection. Data were analysed using IBM SPSS and AMOS version 24. Results: The results showed that resilience, the prosocial behavior dimension of social competence, and the cognitive reappraisal dimension of emotion regulation indicate significant positive associations with the psychological well-being of adolescents living in single-parent families. The expressive suppression dimension of emotion regulation and the antisocial behavior dimension of social competence have a substantial negative connection with the psychological well-being of adolescents raised by single parents. The findings suggest that resilience directly predicts psychological well-being; prosocial behavior and cognitive reappraisal partially mediate the association of resilience and psychological well-being. Conclusion: According to our findings in this study, developing social competence skills and adaptive emotion regulation strategies can improve the psychological well-being of adolescents living with single parents. The results have multiple clinical, educational, and community implications.

Training in cognitive reappraisal normalizes whole-brain indices of emotion regulation in borderline personality disorder.

Borderline personality disorder is the prototypical disorder of emotion dysregulation. We have previously shown that borderline personality disorder patients are impaired in their capacity to engage cognitive reappraisal, a frequently-employed adaptive emotion regulation strategy. Here we report on the efficacy of longitudinal training in cognitive reappraisal to enhance emotion regulation in borderline patients. Specifically, the training targeted psychological distancing, a reappraisal tactic whereby negative stimuli are viewed dispassionately as though experienced by an objective, impartial observer. At each of 5 sessions over 2 weeks, 22 borderline (14 Female) and 22 healthy control (13 Female) participants received training in psychological distancing and then completed a widely-used picture-based reappraisal task. Self-reported negative affect ratings and functional magnetic resonance imaging (fMRI) data were acquired at the first and fifth sessions. In addition to behavioral analyses, we performed whole-brain pattern expression analyses using independently-defined patterns for negative affect and cognitive reappraisal implementation for each session. Borderline patients showed a decrease in negative affect pattern expression following reappraisal training, reflecting a normalization in neural activity. They did not, however, show significant change in behavioral self-reports. To our knowledge, this study represents the first longitudinal fMRI examination of task-based cognitive reappraisal training. Using a brief, proof-of-concept design, the results suggest a potential role for reappraisal training in the treatment of borderline patients.

Subjective well-being: a pilot study on the importance of emotion regulation, gender identity and sexuality

ABSTRACT The current pilot study focuses on the importance of emotion regulation (ER), gender identity and sexuality for subjective well-being. It is the first large cross-cultural study to examine the difference in use of adaptive and maladaptive ER strategies while differentiating sexual and gender minorities (SGMs) from non-SGMs. An online questionnaire was distributed across 2,485 students in 13 countries using convenience sampling. Multigroup path analysis supported hypothesised model across all groups. Overall, adaptive ER strategies were positively associated with subjective well-being, while maladaptive ER strategies were negatively associated with subjective well-being. SGM participants scored significantly lower on subjective well-being when compared to their non-SGM counterparts. Additionally, SGM participants scored significantly higher on maladaptive ER strategies, and significantly lower on adaptive ER strategies compared to non-SGMs. Further research should focus on tools and ways to increase the use of more adaptive ER strategies in SGMs to improve their well-being.

Depressive symptoms in early adolescence: the dynamic interplay between emotion regulation and affective flexibility.

Individual differences in affective flexibility may be an important factor in understanding how emotion regulation is associated with adolescents’ depressive symptoms. The current study explored the role of affective flexibility as a moderator in the relationship between the use of both adaptive and maladaptive emotion regulation strategies and depressive symptoms in 65 young adolescents (11–13 years). Affective flexibility was indicated by the reaction time and accuracy index on the Emotional Flexible Items Selection Task. Emotion regulation strategies and depressive symptoms were assessed by the use of self-report questionnaires. Contrary to the hypotheses, affective flexibility did not moderate the relationship between emotion regulation and adolescents’ depressive symptoms. Instead, only a direct effect of the use of adaptive emotion regulations strategies on adolescents’ depressive symptoms was found. Additionally, post-hoc analyses revealed that there may exist an indirect relationship between affective flexibility and adolescents’ depressive symptoms through the use of adaptive emotion regulation strategies. These findings help to formulate a better understanding of how emotion regulation and affective flexibility in early adolescents are related to depressive symptoms.

An investigation into symptoms of depression and anxiety and emotion regulation among older adolescents from low-income settings in South Africa

IntroductionMental health conditions (MHC) among adolescents in low- and middle-income countries, including South Africa, are estimated to be high. Adaptive emotion regulation (ER) skills can protect against MHC among adolescents. In South Africa, there is limited adolescent mental health prevalence data as well as little understanding of the associations between MHC and ER among adolescents. This study aimed to address these gaps by describing the psychosocial characteristics of older South African adolescents from low-income settings as well as investigating associations between depression and anxiety symptoms and ER. MethodsWe selected 12 schools in collaboration with two NGOs. Learners aged 15–18-years were recruited to complete a tablet-based survey. ER, depression, anxiety, and other psychosocial measures were included. Two multiple linear regression models were used to determine associations between depression symptoms, anxiety symptoms, other psychosocial factors, and ER. ResultsOf the 733 participants from 12 Western Cape schools, 417 (56.90%) screened at risk for clinically significant anxiety symptoms, 423 (57.70%) participants for depression symptoms, 229 (31.40%) participants for PTSD symptoms and 263 (35.90%) for risky alcohol use. Depression and anxiety scores were found to be significantly positively correlated with ER difficulties and adolescents struggled most with identifying and utilizing adaptive ER strategies. The adjusted linear regression model reported that female gender, clinically significant depressive, anxiety, post-traumatic stress symptoms and risky-alcohol use were all significantly associated with poorer ER scores, while self-esteem was significantly associated with better ER scores. ConclusionThese findings contribute to the South African adolescent mental health literature and to the research gap on the links between depression and anxiety and ER. Future research should consider further exploration of the relationships between psychosocial factors and ER to inform the urgent development and testing of appropriate adolescent interventions in this setting.

A grounded theory study on Korean doctoral students’ shame experiences in the U.S.: Exploring the role of cultural self-construals

In this grounded theory study, we explored the influence of cultural self-construals on shame experiences among Korean doctoral students in the U.S. By conducting and analyzing in-depth interviews, we developed a theoretical framework to clarify the factors that triggered participants’ shame, with a particular emphasis on students’ dual self-construals (independent and interdependent self-construals), and the outcomes of shame experiences. The findings highlighted the influence of students’ dual self-construals on different types of self-discrepancies that caused subsequent shame experiences. Additionally, academic cultural differences and amplifying factors, such as students’ shame-proneness, perfectionism, and social comparisons, deepened our understanding of students’ shame experiences. Although instances of experienced shame contributed to students’ cumulative burden of shame, when students used adaptive emotion regulation strategies, they were able to recover and enhance their resilience. This study offers a valuable perspective on the interplay between cultural self-construals and shame experiences, particularly among Korean doctoral students in the U.S., a population that has received limited empirical attention.

Preventive Effect of a 7-Week App-Based Passive Psychoeducational Stress Management Program on Students.

Passive psychoeducation is an easily accessible and cost-effective self-guided intervention that does not use elements of active psychotherapies or require homework. The present study aimed to investigate the acceptability and efficacy of a 7-week app-based passive psychoeducation stress management program to promote adaptive emotion regulation and coping skills in university students (i.e., 80% psychology students). Participants were tested via Lime-Survey® at pre- and post-test with the Depression Anxiety Stress Scale-21 (DASS-21), the Response Styles Questionnaire (RSQ), and the Emotion Regulation Questionnaire (ERQ). A stratified permutation block randomization by age, gender, and the DASS-21 stress subscale was performed. Each week, the psychoeducation group (n = 123) received different psychoeducation modules. At the end of each module, participants answered questions about their satisfaction with each module and adherence to psychoeducation. The control group (n = 130) received no intervention. The psychoeducation program led to a significant improvement in the adaptive emotion regulation strategy: "reappraisal" (p = 0.004) and a significant reduction in the dysfunctional coping style: "symptom-related rumination" (p = 0.01) but not to a significant reduction in depression, anxiety, and stress scores compared to the control group. Thus, the present study might demonstrate a preventive effect of an app-based passive psychoeducation program in students with low clinically relevant psychopathological symptoms.

Exploration the mediating role of adaptive and maladaptive emotion regulation strategies in the relationship between anxiety sensitivity, neuroticism, dysfunctional attitudes towards sleep, and sleep quality among adolescents

Introduction: While a variety of emotional, personality, cognitive, and behavioral factors are linked to sleep quality during adolescence, a comprehensive understanding of these factors remains elusive. Aim: The present study aimed to explore the mediating role of adaptive and maladaptive emotion regulation strategies in the relationship between anxiety sensitivity, neuroticism, dysfunctional attitudes towards sleep, and sleep quality among second-year high school adolescents. Method: The statistical population of this correlational study, which employed structural equation modeling, consisted of all second-year high school students (boys and girls) in Damghan, Iran, during the 2020-2021 academic year. A sample of 329 adolescents was selected through a multi-stage cluster sampling method. To measure the variables under study, the Dysfunctional Beliefs and Attitudes about Sleep Scale (1993), the Anxiety Sensitivity Index (1986), the Children's Emotion Regulation Questionnaire (2003), and the Sleep Quality Questionnaire (1989) were administered. The collected data was analyzed using Pearson’s correlation coefficient test and structural equation modeling in SPSS-22 and AMOS-24. Results: The present results indicated the good fit of the research model for the data. Both adaptive and maladaptive emotion regulation strategies were found to mediate the relationship between the sleep quality of adolescents and anxiety sensitivity, neuroticism, and dysfunctional attitudes and beliefs about sleep (P<0.001). Conclusion: According to the findings, neuroticism, anxiety sensitivity, and maladaptive emotion regulation strategies are linked to a poor sleep quality. Conversely, adaptive emotion regulation strategies are associated with a higher sleep quality. Emotion regulation strategies were found to mediate the relationship between sleep quality and factors, such as anxiety sensitivity, neuroticism, and dysfunctional attitudes and beliefs about sleep. Mental health professionals are advised to consider the components examined in this study as they can play a crucial role in enhancing the sleep quality of adolscentse.

Frontal alpha asymmetry during emotion regulation in adults with lifetime major depression

Emotion regulation (ER) often is impaired in current or remitted major depression (MD), although the extent of the deficits is not fully understood. Recent studies suggest that frontal alpha asymmetry (FAA) could be a promising electrophysiological measure to investigate ER. The purpose of this study was to investigate ER differences between participants with lifetime major depression (lifetime MD) and healthy controls (HC) for the first time in an experimental task by using FAA. We compared lifetime MD (n = 34) and HC (n = 25) participants aged 18–24 years in (a) an active ER condition, in which participants were instructed to reappraise negative images and (b) a condition in which they attended to the images while an EEG was recorded. We also report FAA results from an independent sample of adolescents with current MD (n = 36) and HC adolescents (n = 38). In the main sample, both groups were able to decrease self-reported negative affect in response to negative images through ER, without significant group differences. We found no differences between groups or conditions in FAA, which was replicated within the independent adolescent sample. The lifetime MD group also reported less adaptive ER in daily life and higher difficulty of ER during the task. The lack of differences between in self-reported affect and FAA between lifetime MD and HC groups in the active ER task indicates that lifetime MD participants show no impairments when instructed to apply an adaptive ER strategy. Implications for interventional aspects are discussed.

Affect and mental health across the lifespan during a year of the COVID-19 pandemic: The role of emotion regulation strategies and mental flexibility.

During the COVID-19 pandemic, there has been a rise in common mental health problems compared to prepandemic levels, especially in young people. Understanding the factors that place young people at risk is critical to guide the response to increased mental health problems. Here we examine whether age-related differences in mental flexibility and frequency of use of emotion regulation strategies partially account for the poorer affect and increased mental health problems reported by younger people during the pandemic. Participants (N = 2,367; 11-100 years) from Australia, the UK, and US were surveyed thrice at 3-month intervals between May 2020 and April 2021. Participants completed measures of emotion regulation, mental flexibility, affect, and mental health. Younger age was associated with less positive (b = 0.008, p < .001) and more negative (b = -0.015, p < .001) affect across the first year of the pandemic. Maladaptive emotion regulation partially accounted for age-related variance in negative affect (β = -0.013, p = .020), whereby younger age was associated with more frequent use of maladaptive emotion regulation strategies, which, in turn, was associated with more negative affect at our third assessment point. More frequent use of adaptive emotion regulation strategies, and in turn, changes in negative affect from our first to our third assessment, partially accounted for age-related variance in mental health problems (β = 0.007, p = .023). Our findings add to the growing literature demonstrating the vulnerability of younger people during the COVID-19 pandemic and suggest that emotion regulation may be a promising target for intervention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Recalling Tough Times: Exploring the Effect of Acceptance on Autobiographical Memory in Daily Life

ObjectivesWhen facing daily negative events, people implement different strategies to regulate ongoing emotions. While the literature suggests that the emotional correlates of an event (i.e., valence and arousal) are linked to the characteristics of its memory, the role of acceptance as an emotion regulation strategy (i.e., an open attitude towards one’s emotional experiences, thoughts, and/or bodily sensations without attempts to control, avoid, or alter them) in mnemonic processes is still largely unknown. The aim of this study was to ecologically explore the effect of using acceptance to deal with a daily unpleasant episode on its subsequent memoryMethodWe used an ecological assessment embeded in correlational study design, asking participants (n = 73) to report an unpleasant episode using their smartphone as soon as possible after its occurrence and rate the momentary use of acceptance. To investigate memory phenomenology, two surprise recall tasks were performed 1 week and 1 month after, respectively.ResultsAcceptance significantly moderated the relationship between an event’s emotional intensity and its memory. Specifically, individuals with low levels of acceptance tended to recall more details of highly emotional events. Conversely, people adopting high rates of acceptance retrieved less details as the emotional intensity of the event increased.ConclusionsWe suggest that acceptance may facilitate disengagement from unpleasant life experiences by reducing their recall, thereby constituting an adaptive emotion regulation strategy in activating circumstances.PreregistrationThis study was not preregistered.

Cognitive reappraisal moderates the protective effect of body satisfaction on mental health and wellbeing in adults: A prospective study during COVID-19 lockdown

BackgroundBody satisfaction is associated with mental health and well-being in adults. However, prospective studies are needed to better understand its protective effects, and in whom these are most beneficial. This study investigated body satisfaction as a predictor of depressive symptoms, generalised anxiety, and well-being in a representative Australian sample collected during the initial COVID-19 lockdown. Two emotion regulation strategies – cognitive reappraisal and expressive suppression – were also tested as moderating variables. MethodsThe sample comprised 684 adults aged 19 to 87 years who completed three primary waves of data spanning two months [Wave 3 (W3), W4 and W7] from the Australian National COVID-19 Mental Health, Behaviour and Risk Communication Survey. ResultsHierarchical multiple regression models controlling for demographic and COVID-19 risk factors, as well as W3 for each outcome variable, indicated that W3 body satisfaction predicted greater W7 well-being, and fewer W7 depressive symptoms and greater W7 well-being in participants reporting low levels of W4 cognitive reappraisal. No moderation for W4 expressive suppression was observed, nor predictive relationships between W3 body satisfaction and W7 anxiety. LimitationsThe two-month follow-up period precludes conclusions relating to the longer-term protective effects of body satisfaction within and beyond the pandemic context. Examination of focal relationships in clinical samples, and inclusion of broader indices of body image, emotion regulation and mental health, is needed in future studies. ConclusionsFindings suggest body satisfaction warrants attention in community well-being promotion in adults, and may be particularly beneficial for those lack adaptive emotion regulation strategies.

Treating emotion dysregulation in patients with borderline personality disorder using imagery rescripting: A two-session randomized controlled trial

Studies on Emotionally Dysregulated Behavior (EDB) demonstrated that the conduct thereof is associated with emotion dysregulation and preceded by mental imagery of EDB, which can direct future behavior. These findings are specifically important within the context of Borderline Personality Disorder (BPD), where emotion dysregulation and EDB are at the core of the disorder. The present study aims to evaluate the efficacy of imagery rescripting (IR) in treating emotion dysregulation associated with EDB in patients diagnosed with BPD. Forty-eight females diagnosed with BPD were randomly allocated to the IR intervention or treatment-as-usual group. Assessment took place one week before the first treatment session, as well as one week, and twelve weeks after the last treatment session evaluating emotion regulation strategies, borderline-symptomatology, EDB, depressiveness, impulsivity, mental imagery, and illness severity. Within-, and between subject, intention-to-treat-, and per-protocol analysis were conducted. Results showed decreased maladaptive emotion regulation strategies and increased adaptive emotion regulation strategies within the intervention group. Borderline-symptomatology improved immediately after treatment for the intervention group. Additionally, BPD patients within the intervention group improved regarding their impulsivity, depressiveness, and EDB symptomatology in comparison to patients in the TAU group. The presented intervention has proven to be effective in improving BPD-related symptomatology, such as emotion regulation, EDB, depressiveness, and impulsivity. Imagery rescripting could be routinely applied when EDB related images are present. Trial registrationGerman Clinical Trials Registry (DRKS) ID: DRKS00010620.

Music listening as emotion regulation: Associations with other emotion regulation strategies and symptoms of depression and anxiety

Music listening, an inherently emotional activity, is commonly used as a form of emotion regulation (ER). Although research suggests that some strategies of listening to music to regulate emotion are linked with psychological well-being and symptoms of affective disorders, the mechanisms underlying these relationships have not been thoroughly explored. The present study examined whether associations between music as ER and symptoms of depression and anxiety were mediated by individuals’ use of other adaptive and maladaptive ER strategies. A nationwide online sample of US adults ( n = 146) completed measures assessing their use of music as ER, other adaptive and maladaptive ER strategies, and symptoms of depression and anxiety. The results indicated that the overall use of music as ER was not directly associated with symptoms of depression and anxiety, whereas using music as discharge (venting negative emotions by listening to mood-congruent music) was positively associated with such symptoms. Mediational analyses revealed that adaptive ER mediated the relationship between overall use of music as ER and symptoms of depression and anxiety, whereas maladaptive ER mediated the relationships between discharge and symptoms. These findings suggest that people use music as ER alongside their other ER efforts, which in turn are linked with symptoms of depression and anxiety. Furthermore, although the overall use of music to regulate emotion may be beneficial for well-being via its association with adaptive ER, a more maladaptive pattern when using music for emotional discharge suggests that music plays a more nuanced role in ER and mental health.

COVID-19 Fatigue and Middle School Students’ Engagement and School Aversion: The Mediational Roles of Emotion Regulation and Perceptions of School Climate

Learning during the COVID-19 pandemic has included disruption, uncertainty, and additional stress for students. Adverse learning outcomes are a growing concern, especially for vulnerable groups such as middle school students. While COVID-19 research is currently emerging, more research needs to address the specific experiences of middle school students. The current study examined the meditating role of coping (emotion regulation strategies) and perceptions of school climate on the relationship between COVID-19 fatigue and student outcomes (student engagement and school aversion) in a sample of middle school students (N = 301). Findings from parallel mediation path models indicated that COVID-19 fatigue was inversely related to student engagement and positively related to school aversion. School climate provided a moderate to strong mediation, and emotion regulation provided small partial mediation compared to school climate. The findings suggest that utilizing adaptive emotion regulation strategies can help promote student engagement and dampen school aversion in relation to COVID-19 fatigue. Additionally, positive perceptions of school climate can encourage school engagement and reduce school aversion. A deeper explanation of the importance of regulation and the way middle schoolers perceive school rules and support in the context of the COVID-19 pandemic is discussed.

Exploring the impact of positive reappraisal on self-regulated learning in MOOCs: The mediating roles of control and value appraisals and positive emotion

Effective emotion regulation is important for learning. However, few studies have examined the role of strategies with typical adaptive regulatory potential (e.g., positive reappraisal) in MOOC learning. Drawing on the models aimed at integrating learners’ cognitive and emotional activities, this study investigated the relationship between positive reappraisal and self-regulated learning in MOOCs, with control/value appraisal and positive emotion as potential single and serial mediators. This investigation employed partial least squares structural equation modeling on survey data, supplemented by in-depth interviews. A total of 834 learners from four MOOCs completed a questionnaire indicating the level or extent of their positive reappraisal, control and value appraisals, positive emotion (enjoyment, hope), and self-regulated learning strategies used. Fifteen of those surveyed participated in individual interviews. The results showed that positive reappraisal was indirectly and positively related to self-regulated learning through control/value appraisal, through positive emotion, and sequentially through control/value appraisal and positive emotion. The interview data provided further insight into the mediating mechanisms identified from the survey results. Practical implications for MOOC designers and instructors are presented. This study contributes to the extant MOOC literature by demonstrating the potential of adaptive emotion regulation strategies in facilitating self-regulated learning in MOOCs.