Achievement emotion regulation strategies are related to, but distinct from, general emotion regulation strategies¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Context-specific achievement emotion regulation scales showed convergent and discriminant relations with domain-general reappraisal and suppression, supporting their separability. → Stockinger 2025

Evidence¶

Stockinger 2025¶

Stockinger, K., Dresel, M., Marsh, H. W., & Pekrun, R. (2025). Strategies for regulating achievement emotions: Conceptualization and relations with university students' emotions, well-being, and health. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2025.102089

q2 · i? · associational · r2

Convergent/discriminant validity analyses relating RAEQ scales to the German Emotion Regulation Questionnaire measuring general reappraisal and suppression in daily life. The article had expected associations strongest for corresponding scales, with context-specific and domain-general regulatory efforts related but separable.

"Furthermore,achievement emotionregulationstrategieswererelatedto,butdistinctfrom,generalemotionregulationstrategies."

Discussion¶

Related Claims¶

• The six achievement emotion regulation strategies are empirically separable constructs, and corresponding strategies across emotions are sufficiently distinct to warrant emotion-specific measures — related
• University students report using all six regulation strategies, with reappraisal and competence development most common and situation selection least common — related
• Achievement emotion regulation strategies are linked to students' target emotions, with reappraisal and competence development showing the most pronounced relations — related