Time-dependent relations between emotion regulation, frustration, and metacognitive strategy use in technology-mediated learning
Author:
Affiliation:
1. Department of Learning and Instruction, Institute of Psychology and Education, Ulm University, Ulm, Germany
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/02699931.2024.2362386
Reference27 articles.
1. Emotion Regulation Strategies during Competitive Games: Examination of the Relationship between Reappraisal/Expressive Suppression and Psychological Competitive Ability*
2. Resisting emotional interference: Brain regions facilitating working memory performance during negative distraction
3. Multimedia Learning of Metacognitive Strategies
4. Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students
5. A selective meta-analysis on the relative incidence of discrete affective states during learning with technology.
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1. Correction;Cognition and Emotion;2024-06-28
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