EMOTIONAL &

COGNITIVE
SELF-
REGULATION
FOLLOWING
ACADEMIC
SHAME
 ?
SHAME
What is that?
 DEFINITIONS
OF
SHAME

Lewis, Crowe, Dearing &

2000
The feeling you get as a result of
doing something you believe to
be bad or immoral
2004
Universal emotion as essential to
the human existence as anxiety
or suffering, but it is much more
elusive by nature
Tangney, 2011
Shame can also be categorized as a
moral emotion on the premise that it
limits socially undesirable acts
ACADEMIC PROCESS-
RELATED
EMOTIONS Emotions during a
learning task (enjoyment
>< boredom)
PROSPECTI
VE
Emotions with respect to
future outcomes (hope ><
anxiety)
RETROSPECTI
VE
Emotions after task
completion (pride ><
shame)
SELF- GOALS energize our behaviours and
REGULATION guide our choices

to minimize Monitoring of
SHAME progress

On-going
planning
Evaluation of feedback
SOLUTIONS
In the face of shame, students need to turn
the global focus of their failure into more
discrete behaviors for which they can
control.

They control behaviors using:

● Study strategies (learning strategies)

● Volitional strategies (emotional strategies

 SUGGESTIONS
Maintaining for LEARNERS
motivation
Cultivating
positive
habits
SUGGESTION
for TEACHERS
Encouragement
 FUTURE TIME
PERSPECTIVES
- FTP -
Students are expected to be
able to connect their goals of
study and current activities