Research has documented the role of emotions in learning and emotion regulation for student engagement (SE). However, knowledge regarding the predictive power of emotion regulation strategies (ERSs) on SE at different age-groups was lacking. Also, our study aimed to provide data on ERSs use based on age and gender since findings are mixed. This cross-sectional study included a representative sample (N = 1507) of Portuguese students between 10 and 25 years. The sample was divided into four age-groups (10-12, 13-15, 16-18, 19-25). Results indicated ERSs varied with age, with some having a linear developmental pattern (e.g., Putting into Perspective) and others a non-linear (e.g., Positive Reappraisal). SE was higher in females and the youngest and oldest age-groups. Higher SE was related to using more adaptive strategies, and the ERS Refocus on Planning best correlated with the higher SE scores for every age-group.

研究记录了情绪在学习和情绪调节中对学生参与 (SE) 的作用。然而，缺乏关于情绪调节策略 (ERS) 对不同年龄组 SE 的预测能力的知识。此外，我们的研究旨在提供基于年龄和性别的 ERS ​​使用数据，因为结果是混合的。该横断面研究包括一个代表性样本（N = 1507) 10 至 25 岁的葡萄牙学生。样本被分为四个年龄组（10-12、13-15、16-18、19-25）。结果表明 ERS ​​随年龄而变化，其中一些具有线性发展模式（例如，透视），而另一些则具有非线性（例如，积极的重新评估）。SE 在女性以及最年轻和最年长的年龄组中更高。更高的 SE 与使用更适应的策略有关，而 ERS ​​重新关注规划与每个年龄组的更高 SE 分数最相关。