Emotional and Cognitive Self-Regulation

Following Academic Shame

 Question
• What do students do if they fail and feel
shame?
– Deal with feelings of shame (reactive)
– Apply self-regulation (proactive)
 Shame,
What is it?
Lewis, 2000
• The feeling you get as a result of doing something you believe to be bad or
immoral.

Crowe, 2004
• Universal emotion as essential to the human existence as anxiety or
suffering, but is much more elusive by nature.

• Dearing and Tangney, 2011

Shame can also be categorized as a moral emotion on the premise that it
limits socially undesirable acts.
 Academic Emotions

• Process-related emotions that happen during a learning task

(enjoyment, boredom)
• Prospective emotions that are anticipated with respect to
future outcomes (hope, anxiety)
• Retrospective emotions that happen after task completion.
(pride, shame)
 SELF-REGULATION
minimizing SHAME
• Self-regulation for goal-achievement
– Goal setting
– Goal commitment
Goals energize our behaviors and guide our choices
- On-going planning
- Monitoring of progress
- Evaluation of feedback
 SOLUTION
• In the face of shame, students may need to
turn the global focus of their failure into more
discrete behaviors for which they can control

• They control the behaviours using

– Study strategies (learning strategies)
– Volitional strategies (emotional strategies)
 SUGGESTION
• Learners apply multiple strategies (not only
single strategy)
– Maintaining motivation
– Cultivating positive habits
• Teachers provide encouragement for students

• Students are expected to be able to connect

their goals (of study) and current activities (FTP =
Future Time Perspective)