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Emotion regulation in mathematics homework: An empirical study

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  • Jianzhong Xu

Abstract

The author examined 2 distinctive aspects of emotion regulation in mathematics homework, including emotion management and cognitive reappraisal. Participants were 1,799 high school students from 46 classes in China. Two multilevel models were run, 1 with emotion management and another with cognitive reappraisal as the dependent variable. Both emotion management and cognitive reappraisal were positively associated with 5 individual-level variables (monitoring motivation, managing time, learning-oriented reasons, self-concept, and teacher feedback) and 1 class-level variable (self-concept). In addition, at the individual level, emotion management was associated negatively with adult-oriented reasons but positively with arranging the environment and prior mathematics achievement. Meanwhile, cognitive reappraisal was positively associated with parent education at the class level.

Suggested Citation

  • Jianzhong Xu, 2018. "Emotion regulation in mathematics homework: An empirical study," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(1), pages 1-11, January.
    • Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:1-11
    DOI: 10.1080/00220671.2016.1175409
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    Cited by:

    1. Hao-Chiang Koong Lin & Yi-Cheng Liao & Hung-Ta Wang, 2022. "Eye Movement Analysis and Usability Assessment on Affective Computing Combined with Intelligent Tutoring System," Sustainability, MDPI, vol. 14(24), pages 1-17, December.

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