Take a deep breath or screem it all out: Emotion regulation strategies of young students

Emotion regulation (ER) is a critical component of effective self-regulated learning (SRL), which has been increasingly researched in the last decades. However, there is still insufficient empirical research on emotions and emotion regulation in early years of schooling. This study aims to identify ER strategies of young learners, triangulate different ER measures, and investigate variables that explain variation in ER. 82 primary school students aged from 7 to 12 years ( M = 10.16 ( SD = 1.24); 51 % female) and their parents participated in the study. To gain deep insights into young students' ER in achievement situations, a multimodal approach was applied. In a semi-structured interview, students were asked to report their approach when facing negative emotions, low motivation or low concentration during learning. In addition, students' think-aloud during a problem-solving task, their ER self-report and their parents’ rating about ER was assessed. Results highlight the different nature of the four different ER assessment methods that measure different aspects of ER. Moreover, findings suggest that elementary school students use a range of ER strategies depending on the contexts. Furthermore, control and value beliefs regarding ER strategy use were associated with ER measured with the interview and reported in self-ratings. This study offers valuable insights into how young learners regulate their negative emotions during learning, highlighting the importance of understanding factors influencing ER in young learners and why some students may not engage in ER strategies during learning. By emphasizing the need for multi-method approaches and intentional use of specific ER assessment methods beyond traditional questionnaires, the study advances the field, offering a more nuanced understanding of young learners’ ER processes within the SRL context.