Extending self-regulated learning to include self-regulated emotion strategiesAdar Ben‐Eliyahu, Lisa Linnenbrink‐Garcia2012-12-14articleMotivation and Emotion184 citationsclosedNo readable copy stored yet — this record is metadata only.Innovative Teaching and Learning MethodsEducation, Achievement, and GiftednessStudent Stress and CopingAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 184 citations exist upstream.References2003Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being.2007Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling: A Monte Carlo Simulation Study2008Handbook of Personality: Theory and Research2009Emotion-regulation strategies across psychopathology: A meta-analytic review1998What Good Are Positive Emotions?2000Attaining Self-Regulation2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice1998Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology.Cited by2015Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students2019Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle2023Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review2016When Theory and Research Collide: Examining Correlates of Signature Strengths Use at Work2020The Cambridge Handbook of Personality Psychology2016Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ)2019Emotional regulation in collaborative learning: when do higher education students activate group level regulation in the face of challenges?2018What affects learner engagement in flipped learning and what predicts its outcomes?