ArticleThe British journal of educational psychology2025
Emotion regulation styles and the tendency to learn from academic failures.
Article in The British journal of educational psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Beyond performance: Emotions before and after semi-high-stakes mathematics testing among school-aged students.The British journal of educational psychology · 2026Article
- Unpacking the relationship between self-control and academic engagement: the mediating role of meaning in life and the moderating role of GenAI dependence.BMC psychology · 2026Article
- Emotion regulation styles and the tendency to learn from academic failures.The British journal of educational psychology · 2025Article
- Learning from errors and failure in educational contexts: New insights and future directions for research and practice.The British journal of educational psychology · 2025Article
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2 authors.
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Abstract
backgroundResearch on learners' reactions to failure finds negative emotions may present an obstacle for learning; a painful experience of failure may result in disengagement and avoidance. However, research on styles of emotion regulation and learning from failure is scarce. Self-determination theory's (SDT) conception of adaptive and maladaptive emotion regulation differentiates among three styles of regulation: integrative emotion regulation (IER), suppressive emotion regulation (SER) and amotivated emotion regulation.
aimsTwo studies were conducted, one cross-sectional and one longitudinal, to test the associations between IER and learning from failure among adolescents. SAMPLE: Study 1 comprised 184 adolescents (mean age = 16.55; SD = 1.2). Study 2 comprised 565 adolescents (8-12 graders). The main analysis was based on 192 adolescents' perceptions of failing math grades.
methodStudy 1 surveyed adolescents on their emotion regulation styles, adaptive and maladaptive coping practices when dealing with failure and tendency to learn from failure. Study 2 was longitudinal and focused on failure in math. We approached participants twice, before and after the math test.
conclusionsIn both studies, IER was related to adaptive coping practices and the tendency to learn from failure. In Study 2, adaptive coping practices mediated relations between IER and learning from failure in math and learning from failure mediated relations between IER and future engagement. These findings suggest that styles of emotion regulation play an important role in learning from failure.
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