Achievement emotion regulation strategies are linked to students' target emotions, with reappraisal and competence development showing the most pronounced relations¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2025 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Latent correlations showed most strategies were significantly related to their target emotion, with linkages strongest for reappraisal and competence development across enjoyment, anxiety, and boredom. → 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
Latent correlation models in Study 1 (350 German university students) relating the six strategies to enjoyment, anxiety, and boredom. The article reports "small to large effects" and that for enjoyment, relations with reappraisal and competence development were positive; the authors interpret cross-sectional links cautiously given possible reciprocal causation.
"Most strategies were significantly related to their target emotion (small to large effects; Table 2). Linkages with reappraisal and competence development were most pronounced for all three emotions."
Discussion¶
Learner Variables¶
- Achievement Emotions — outcome: instruction changes it
- Emotional Intelligence — predictor: learners who differ on it differ in outcomes
Related Claims¶
- 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 related to, but distinct from, general emotion regulation strategies — related
- Achievement emotion regulation strategies relate to well-being, health, and academic achievement across three studies — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
strategies-linked-to-target-emotions-reappraisal-competence-pronounced |
title |
Achievement emotion regulation strategies are linked to students' target emotions, with reappraisal and competence development showing the most pronounced relations |
description |
Achievement emotion regulation strategies are linked to students' target emotions, with reappraisal and competence development showing the most pronounced relations |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stockinger-2025 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.