Time-dependent relations between emotion regulation, frustration, and metacognitive strategy use in technology-mediated learning

Understanding how learners regulate their emotions and engage in metacognitive strategies is crucial for fostering self-regulated learning, particularly in technology-mediated learning. This study examines the temporal relationships between two emotion regulation (ER) strategies, reappraisal and suppression, frustration, and use of progress monitoring as metacognitive strategy, within the context of an educational game on financial literacy. The study involved 82 undergraduate students whose levels of frustration, progress monitoring behaviour, ER strategies were assessed at various points during the learning task. Findings revealed that the use of both reappraisal and suppression decreased during the learning task. Additionally, both ER strategies were negatively associated with frustration, although the relationship between reappraisal and frustration diminished over time. Frustration was negatively related to progress monitoring, indicating that effective emotion regulation can help maintain engagement in metacognitive strategies by keeping cognitive resources available. Notably, suppression and progress monitoring showed a positive relation that increased over time, highlighting the potential usefulness of suppression in extended learning tasks, despite its generally lower effectiveness compared to reappraisal. The results highlight the importance of considering temporal dynamics in the application of ER strategies during extended learning. Practical implications for the design of technology-mediated learning environments and educational interventions are proposed.

Emotion regulation strategies and difficulties in older adults: A systematic review

OBJECTIVES

The purpose of this systematic review was to assess the types of emotion regulation (ER) strategies used and difficulties in emotion regulation experienced by older adults, within the theoretical frameworks proposed by Gross, and by Gratz and Roemer, respectively.

METHODS

A systematic search was conducted using principal electronic scientific databases (PubMed, Scopus, and Web of Science). The systematic review was performed according to the Preferred Reporting Items for Systematic Reviews and Meta Analyses guidelines.

RESULTS

The final number of articles included was 44. Older adults reported a higher use of adaptive ER strategies, as well as fewer difficulties in ER, compared with younger adults. Findings from this review also suggest that the use of maladaptive ER strategies can also expose older adults to psychological distress, and may affect their adaptation to negative disease-related outcomes more common in later life.

CONCLUSIONS

Older adults generally showed a greater emotional control compared with younger subjects. Adaptive control strategies, rather than maladaptive control strategies, were correlated with more positive outcomes for psychological distress and adaptation to chronic diseases.

CLINICAL IMPLICATIONS

Understanding the nature of ER processes in older adults may contribute to implement tailored interventions aimed at reinforcing adaptive ER processes.

Talk or Walk? Gait Speed over Self-Report in Association with Cognitive Speed in Healthy Older Adults

Abstract. This study explores the relative value of both subjectively reported cognitive speed and gait speed in association with objectively derived cognitive speed. It also explores how these factors are affected by psychological and physical well-being. A group of 90 cognitively healthy older adults ( M = 73.38, SD = 8.06 years, range = 60–89 years) were tested in a three-task cognitive battery to determine objective cognitive speed as well as measures of gait speed, well-being, and subjective cognitive speed. Analyses indicated that gait speed was associated with objective cognitive speed to a greater degree than was subjective report, the latter being more closely related to well-being than to objective cognitive speed. These results were largely invariant across the 30-year age range of our older adult sample.