Vivre des émotions en situation d’étude, tenter de les réguler et s’en croire capable : exploration de la régulation émotionnelle des étudiant·e·s universitaires primo-arrivant·e·s en situation de préparation d’examens

Fischer, Line;Romainville, Marc;Philippot, Pierre
(2020) OSP : l’orientation scolaire et professionnelle — Vol. 49, n° 1, p. 119-146 (2020)

Files

FischerRomainvillePhilippot2020_OSP.pdf
  • Open Access
  • Adobe PDF
  • 328.6 KB
Download

Details

Authors
  • Fischer, LineUCLouvain
    Author
  • Romainville, MarcUCLouvain
    Author
  • Philippot, Pierreorcid-logoUCLouvain
    Author
Abstract
Studying an academic course for the first exam period is a big challenge for freshmen students. Different kinds of emotions are experienced during this period. We argue that it is not only emotions per se but rather emotion regulation that might impact students’ adaptation to this new learning situation. This study aims to explore emotions experienced by students, with a focus on cognitive emotion regulation strategies implemented during the preparation of a significant course. Student’s self-efficacy in emotion regulation will be investigated too. The results show that emotions of stress and lack of confidence are the most experienced by students and that self-blame is the most frequent strategy reported. Moreover, significant links were found between specific emotions, regulation strategies and self-efficacy in emotion regulation. These results provide a first step toward a better understanding of the process of emotion regulation in learning situations.
Affiliations

Citations

  • APA
  • Chicago
  • FWB

Fischer, L., Romainville, M., & Philippot, P. (2020). Vivre des émotions en situation d’étude, tenter de les réguler et s’en croire capable : exploration de la régulation émotionnelle des étudiant·e·s universitaires primo-arrivant·e·s en situation de préparation d’examens. OSP : l’orientation scolaire et professionnelle, 49(1), 119-146. https://doi.org/10.4000/osp.11816 (Original work published 2020)