University students report using all six regulation strategies, with reappraisal and competence development most common and situation selection least common¶

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? Descriptive statistics across three emotions showed situation selection was least commonly reported, while reappraisal and competence development were consistently more common. → 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

Descriptive analysis of RAEQ scale means in Study 1 (350 German university students). The article reports that "Reappraisal and competence development wereconsistentlymorecommon" and that some strategies differed across emotions, e.g., social support seeking was more common for regulating enjoyment and boredom than anxiety.

"Across all three emotions, situation selectionwasleastcommonlyreported,relativetothe other strategies considered. Reappraisal and competence development wereconsistentlymorecommon."

Discussion¶

Related Claims¶

• Achievement emotion regulation strategies are related to, but distinct from, general emotion regulation strategies — related
• Strategy interrelations: expression and suppression are negatively related, while social support seeking and expression are positively related across emotions — related
• Achievement emotion regulation strategies are linked to students' target emotions, with reappraisal and competence development showing the most pronounced relations — related
• With growing job experience, teachers may shift toward different, more adaptive emotion regulation strategies — related