We developed a cognitive-emotional strategy training (CEST) intervention to teach fifth-grade students (N = 57) self-regulated learning strategies that can be used when confusion is experienced during mathematics problem solving in addition to strategies they can implement during learning to help solve them. Fifth-grade students were randomly assigned to the intervention condition or the control condition. A think-emote-aloud protocol was administered to capture self-regulatory processes and emotions as students solved a complex mathematics problem. Using an explanatory mixed methods design, results revealed that, compared to students in the control condition, students who received the intervention scored significantly higher on the mathematics problem, implemented more cognitive and metacognitive learning strategies across the four phases of self-regulated learning, expressed more positive emotions and fewer negative emotions, and were better able to regulate and resolve their confusion when it occurred. These results extend previous findings from the strategy instruction literature by incorporating consideration of the role of emotions during learning.

我们开发了认知情绪策略培训（CEST）干预课程，以教给五年级学生（N = 57）在数学问题解决过程中遇到困惑时可以使用的自我调节学习策略，以及在学习过程中可以实施以帮助解决问题的策略。五年级的学生被随机分配到干预条件或控制条件。当学生解决了一个复杂的数学问题时，便采用了思维-情绪-协议来捕捉自我调节的过程和情绪。使用说明性的混合方法设计，结果显示，与处于控制状态的学生相比，接受干预的学生在数学问题上的得分明显更高，在自律学习的四个阶段中实施了更多的认知和元认知学习策略，积极情绪更多，消极情绪更少，并且在发生混乱时能够更好地调节和解决他们的困惑。这些结果通过结合对学习过程中情绪作用的考虑，扩展了策略指导文献中先前的发现。