Towards integrative perspectives on students’ motivational and emotional self-regulation in academic settings. Wissenschaftler*innen der Universität Augsburg und Forscher*innen aus anderen Forschungseinrichtungen berichten über ihre Arbeit.

Research and theorizing on students’ motivational (MR) and emotional self-regulation (ER) have operated in relative isolation from one another, despite the close conceptual and functional relations between motivation and emotion. Recent findings indicate that students use similar strategies for regulating study-related motivational and emotional problems that involve similar psychological origins (e.g., high task difficulty; low task value); moreover, first insights from a diary study suggest that motivational and emotional problems co-occur in real-life, authentic educational settings (i.e., studying for exams). Building on these findings as well as contemporary models, the present talk will advocate for more integrative perspectives on MR and ER. Grounded in a process-oriented approach towards self-regulation and self-regulated learning (SRL) more generally, we propose a heuristic framework for systematically studying intersections as well as potential digressions among MR and ER. We use this model to reflect on conceptual as well as methodological challenges for bridging these disparate research fields and moving towards a more holistic understanding of the interplay of different components of SRL, and to outline potential implications for fostering students’ SRL competencies effectively as well as efficiently.