Emotions play a crucial role in the learning process, yet there is a scarcity of studies examining emotion dynamics in problem-solving with fine-grained data and advanced tools. This study addresses this gap by investigating the emotional trajectories during self-regulated learning (SRL) phases (i.e., forethought, performance, and self-reflection)…

Parental reflective functioning (PRF) is considered to be a key factor in the development of emotion regulation in children, which in turn plays an important role in their psychosocial functioning. This study aimed to explore the mediating role of children's emotion regulation in the relationship between parental reflective functioning and…

This research aims to examine the self-regulation of students with different achievement levels toward science learning based on Zimmerman's model including three phases: forethought, performance, and self-reflection. The research was conducted based on the case study from the qualitative research method. The study group consisted of 12 students…

Higher education is faced with the question of how large numbers of students can be supported to learn complex skills without increasing teachers' supervision time proportionally and while preserving, or preferably improving, quality. Practicing skills only once does not work. Students need repetitive practice, feedback, and structured support to…

In this study, we investigated perceived social-emotional competence (PSEC) among 373 Australian secondary school students in relation to parent ratings of social-emotional skills, and perceived teacher and parental autonomy support. Using bifactor exploratory structural equation modelling, we examined five dimensions of PSEC (perceived competence…

A valued goal of Higher Education is the furthering of students' ability to monitor and regulate their performance. When exemplars are purposefully integrated into teaching they have the potential to cultivate knowledge and skills that develop this ability. As the voices of educators have been largely silent in exemplar-focused studies, the…

Emotional Intelligence (EQ) is a multifaceted ability that helps individuals to sense, understand, value, and effectively apply the power of emotions as a source of information, trust, creativity, and influence (Goleman, 2006; Mayer et al., 2011). The five components (self-awareness, self-regulation, empathy, motivation, and social skill) embedded…

Academic emotions play an important and complex role in self-regulated learning (SRL). However, few studies have examined how academic emotions unfold in different phases of SRL and how the changes in these emotions influence learning performance. The current study examines 98 students' academic emotion trajectories and profiles across the three…

Prior Theory: Social-emotional learning (SEL) is the ability to manage emotions and social interactions adaptively to succeed in school, at work, in relationships, and in communities (Jones & Doolittle, 2017). The most cited SEL theory is the Collaborative for Academic, Social, and Emotional Learning (CASEL) 5 model, which focuses on promoting…

Taking both personal and collaborative perspectives, the present study aims to sketch out emotion-bearing incidents during the practicum process over an extended period. Keeping in mind the significance of emotions in language learning and teaching, the present study aims, in particular, to see what emotions preservice EFL teachers (PSTs)…

Work intensification has heightened and accelerated the need for Canadian school principals to manage their emotions. This case explores the emotional aspects of a contemporary principal's work in a large urban school and highlights effective coping strategies and approaches used to regulate her emotions. The teaching notes describe several…

Emotional agility has a fundamental role in educational contexts and developing agility skills in teachers is essential to enhancing their teaching effectiveness. The aim of this study is to improve preservice language teachers' emotional agility through a four-module workshop, equipping them with the necessary skills before they begin their…

Reports of anger and aggression within the general population of the UK have been on the increase since the 2008 financial crisis. Traditional anger management programmes utilise Cognitive Behavioural and Mindfulness theory within a psychoeducational setting to help angry participants adapt and change their behaviours. These approaches have a…

This article presents an attempt to examine my own service-learning practices through the use of the conceptual tools of Michel Foucault, in particular his notions of governmentality and power. The article views the development of service-learning in South Africa and our current practices as operating within a regime of truth, and it considers…

Although mastering the art of learning how to learn is considered one of the most important skills for young people, few teens know the basics of how to best learn something. And teachers rarely receive training in how to helps students become successful learners. The author describes seven well-supported techniques for learning anything that…