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document
Emotion regulation strategies that promote learning : reappraisal enhances children 's memory for educational information . The link between emotion regulation and academic achievement is well documented . Less is known about specific emotion regulation strategies that promote learning . Six- to 13-year-olds ( N = 126 ) viewed a sad film and were instructed to reappraise the importance , reappraise the outcome , or ruminate about the sad events ; another group received no regulation instructions . Children viewed an educational film , and memory for this was later assessed . As predicted , reappraisal strategies more effectively attenuated children 's self-reported emotional processing . Reappraisal enhanced memory for educational details relative to no instructions . Rumination did not lead to differences in memory from the other instructions . Memory benefits of effective instructions were pronounced for children with poorer emotion regulation skill , suggesting the utility of reappraisal in learning contexts .
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Intervention_Educational
Emotion regulation strategies
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Intervention_Educational
emotion regulation
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Intervention_Educational
emotion regulation
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Intervention_Physical
viewed a sad film and were instructed to
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Intervention_Educational
reappraise the importance , reappraise the outcome , or ruminate about the sad events
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Intervention_Physical
; another group received
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Intervention_Control
no regulation instructions
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Intervention_Educational
educational film
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Outcome_Mental
children 's memory
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Outcome_Mental
academic achievement
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Outcome_Mental
children 's self-reported emotional processing
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Outcome_Mental
memory for educational details
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Outcome_Mental
memory
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Outcome_Mental
Memory benefits
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Outcome_Mental
emotion regulation skill
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Participant_Condition
children 's