The dynamic roles of cognitive reappraisal and self-regulated learning during mathematics problem solving: A mixed methods investigation

Emotion regulation (ER) and self-regulated learning (SRL) are crucial to learners' academic achievements. To date, little research has considered the dynamic relations between cognitive reappraisal (as a form of ER) and SRL in middle-to-upper-elementary-aged children. To address this gap, we conducted an explanatory mixed-methods study to examine relations between cognitive reappraisal, the four macro phases of SRL (task definition, planning/goal setting, enactment of learning strategies, monitoring/evaluation), and mathematics problem-solving outcomes in a sample of 134 elementary students from grades 3 through 6. Path analysis revealed that cognitive reappraisal positively predicted all four phases of SRL, but that the four phases of SRL did not predict cognitive reappraisal. Moreover, both task definition and planning/goal setting positively predicted enactment and monitoring/evaluation. Results from path analyses further revealed that task definition mediated relations between cognitive reappraisal and enactment, and reappraisal and monitoring. Enactment mediated relations between reappraisal and mathematics problem-solving outcomes. Finally, enactment predicted mathematics problem-solving outcomes. Further, quantitative results were cross-validated by results from trend analyses; results converged regarding the weakly sequenced nature of SRL and with regard to cognitive reappraisal serving as an important antecedent for effective SRL.