Emotion Regulation and Strategy Instruction in Learning (Springer Texts in Education)

Acknowledgements
Contents
Abbreviations
1 Introduction
	1.1 Introduction
	1.2 Scope, Aims, and Intended Audience of This Book
	1.3 Background of the Author
	1.4 How to Engage with This Book
	References
2 Emotions in Learning
	2.1 Introduction
	2.2 Conceptualizing Emotions Through Insights from Psychological Fields
		2.2.1 Advancement in Emotion Research
		2.2.2 Current View of Emotions
	2.3 Conceptualizing Emotions Through Insights from Educational Fields
		2.3.1 Circumplex Model of Emotions
		2.3.2 State, Trait, and the Domain Specificity of Emotions
		2.3.3 Discrete Emotions Significant in Learning
		2.3.4 Roles of Emotions in Learning
		2.3.5 Antecedents of Emotions
	2.4 Researching Emotions
		2.4.1 Instruments
	2.5 Looking into Emotions Through Vignettes
		2.5.1 Baloo’s Vignette of Shame to Pride
		2.5.2 Abigail’ Vignette of Anxiety and Empathy
		2.5.3 Yuki’s Vignette of Anger
		2.5.4 Coco’s Vignette of Fear
	2.6 Pedagogical Implications and Classroom Application
		2.6.1 Building an Open, Trusted Student-Teacher Relationship
		2.6.2 Being Mindful of Own Interpretations and Assumptions
		2.6.3 Acknowledging All Types of Emotional Experiences as a Natural Part of the Learning Process
		2.6.4 Recognizing the Impact of Peers
	2.7 Summary
	References
3 Emotion Regulation and Emotion Regulation Strategies
	3.1 Introduction
	3.2 Conceptualizing Emotion Regulation Through Insights from Psychological Fields
		3.2.1 The Process Model of Emotion Regulation
		3.2.2 Types of Emotion Regulation Strategies
		3.2.3 Features of Emotion Regulation Strategies
		3.2.4 Effects of Emotion Regulation Strategies
	3.3 Conceptualizing Emotion Regulation Through Insights from Educational Fields
		3.3.1 Types of Emotion Regulation Strategies in Learning Contexts
		3.3.2 Roles of Emotion Regulation in Learning
	3.4 Researching Emotion Regulation
		3.4.1 Instruments
	3.5 Looking into Emotion Regulation Through Vignettes
		3.5.1 The Author’s Vignette
		3.5.2 Abigail’s Vignette
	3.6 Pedagogical Implications and Classroom Application
		3.6.1 Value Appraisal
		3.6.2 Control Appraisal
		3.6.3 Self-conditioning
		3.6.4 Study Environment
	3.7 Summary
	References
4 Strategy Instruction
	4.1 Introduction
	4.2 Strategy Instruction Models
	4.3 Analysis of Strategy Instruction Models
	4.4 Self-regulated Learning Models
	4.5 Moderators of the Effects of Strategy Instruction
	4.6 Suggestions for Designing and Implementing Emotion Regulation Strategy Instruction
		4.6.1 Suggestion 1: Strengthening Theoretical Foundation and Rationale
		4.6.2 Suggestion 2: Building a Positive, Trusted Relationship Among Students and Teacher/Researcher
		4.6.3 Suggestion 3: Understanding Students’ Emotions First
		4.6.4 Suggestion 4: Focusing on Certain Emotions Based on a Well-Thought-Through Rationale
		4.6.5 Suggestion 5: Suggesting Rather Than Instructing
		4.6.6 Suggestion 6: Strategy Instruction as an Embedded or Separate Component of the Curriculum
	4.7 Examples of Strategy Instruction
		4.7.1 Reappraisal Strategy Instruction
		4.7.2 Boredom Regulation Strategy Instruction
	4.8 Behind the Scenes: Interview with Researchers and Teachers
		4.8.1 An Interview with Nakamura et al. (2021b)
		4.8.2 An Interview with Milliner and Dimoski (2022)
		4.8.3 An Interview with Littleton (2018)
	4.9 Summary
	References
5 Innovating Your Own Strategy Instruction
	5.1 Introduction
	5.2 Step 1: Getting Started
		5.2.1 Undertaking Your Project as a Classroom Activity
		5.2.2 Undertaking Your Project as a Study
	5.3 Step 2: Designing Your Project
		5.3.1 Undertaking Your Project as a Classroom Activity
		5.3.2 Undertaking Your Project as a Study
	5.4 Step 3: Implementing Your Project
		5.4.1 Undertaking Your Project as a Classroom Activity
		5.4.2 Undertaking Your Project as a Study
	5.5 Step 4: Evaluating Your Project
		5.5.1 Undertaking Your Project as a Classroom Activity
		5.5.2 Undertaking Your Project as a Study
	5.6 Final Suggestions and Concluding Remarks
	References