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Updated: May 19, 2026

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Emotion regulation strategies that promote learning: reappraisal enhances children's memory for educational
Elizabeth L Davis1, Linda J Levine
1University of California, Irvine. eld14@psu.edu
Abstract:
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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