Identification of emotional regulation strategies in disciplinary didactics

Some emotions triggered during teaching-learning (TL) processes significantly determine the outcomes. Emotions are currently considered a subjective valuation process that integrates internal and external stimuli and determines attitude, motivation, involvement in TL processes, and, eventually, learning habits. Emotions are modifiable and are thus a target of educational interventions. Although the potential of certain didactic activities to modify emotions has been demonstrated, it is not sufficiently known which dimensions of subjective valuation regulate these emotions and to what extent they are determined by prior learning and gender. This project proposes studying the relationship between subjective value, emotions, and learning in different TL situations corresponding to three specific didactics (language, mathematics, and science). The learning situations will be developed in early childhood and primary education grades and will include interdisciplinary activities in bilingual (English and Spanish) and non-bilingual contexts. The novelty of the project includes: i) Negative aspects of subjective value will be measured (i.e., the cost for the student); ii) situational state determinations will be made (instead of "trait determinations of the everyday experience in a subject); iii) positive and negative valence emotions will be included (most current studies focus on the deleterious effect of anxiety) and iv) the study will include activities on five university campuses (one Portuguese) and with 16 different teachers (which will allow observing to what extent the results are generalizable). The results will allow a better understanding of the relationship between subjective value and emotions, paving the way to identifying and designing emotional regulation strategies.