Abstract: Emotions have an essential impact on students’ learning outcome. Empirical findings show negative correlations between negative emotions and learning outcome. Negative emotions during learning are quite common and become more frequent in the course of an academic career. Thus, regulating these emotions is important. Existing studies indicate that university students lack the ability to successfully regulate their emotions during learning. However, interventions to foster university students’ inherent emotion regulation during learning are missing. Therefore, this study experimentally investigates the effect of a video-based emotion regulation training for university students on emotion regulation strategies, emotions, and learning outcome during computer-based learning. Based on previous research, the 20-minute video-based training imparted the emotion regulation strategy cognitive reappraisal in terms of control and value appraisals. N = 116 university students either received a training on emotion regulation (n = 60) or on workplace design (n = 56) before learning in a computer-based learning environment about probability theory for 45 minutes. The emotion regulation training lead to improved emotion regulation (more cognitive reappraisal, less suppression) and less frustration and anxiety, but did not affect learning outcome. The results confirm that university students have great emotion regulation difficulties and suggest that they need intensive training.

Engelmann, P., & Bannert, M. (2019). Fostering students’ emotion regulation during learning: Design and effects of a computer-based video training. International Journal of Emotional Education, 11(2), 3-16.