Affect Regulation During Learning: The Enhancing Effect of Cognitive Reappraisal

Abstract

Summary Affective experiences routinely occur during learning and need to be successfully regulated. In two experiments, we used an intervention that combined elements of utility value and cognitive reappraisal to gauge its effects on engagement and performance. We predicted that participants using the reappraisal strategy would experience more engagement and higher learning outcomes than controls. Ethnically diverse adult learners ranging from 18 to 58 years of age (Experiment 1, N = 93; Experiment 2: N = 138) used affect regulation strategies or no strategy (control) in an online learning environment. Engagement and learning outcomes were measured throughout the experiment. Participants who used reappraisal generally reported more engagement and achieved higher learning outcomes than controls. A mediation analysis revealed evidence of a partial mediation effect of affective engagement between reappraisal and learning outcomes in Study 2. We discuss the implications of these findings for understanding the role of affect regulation during learning. Copyright © 2014 John Wiley & Sons, Ltd.

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