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Emotion Regulation Training in a First-Year Experience Course: A Qualitative Analysis of Students' Experiences
Natalia Van Doren1, Stephanie A Shields1, José A Soto1
1Department of Psychology, The Pennsylvania State University, State College, Pennsylvania, USA.
Journal of College Student Psychotherapy
|August 18, 2025
Summary
College students face emotional challenges during their transition. Emotion regulation skills training in first-year courses helps, but students experience difficulties like effort and timing in managing emotions.
Area of Science:
- Psychology
- Higher Education Studies
Background:
- College transition is a significant stressor for students.
- Emotion regulation skills training may ease this transition.
- Limited understanding exists on how students implement emotion regulation during college entry.
Purpose of the Study:
- To explore first-semester college students' experiences with emotion regulation.
- To identify challenges and difficulties students face when regulating emotions.
- To assess the role of emotion regulation training in first-year experience courses.
Main Methods:
- The study involved 24 first-semester college students.
- Participants were enrolled in a first-year experience course with emotion regulation training.
- Thematic analysis was used to analyze self-reported experiences.
Main Results:
- Six themes emerged: effortful process, regulatory goals, timing, emotional awareness, affective forecasting, and regulatory clarity.
- Students face significant challenges in emotion regulation during stressful situations.
- Effective emotion regulation requires awareness, planning, and clear goals.
Conclusions:
- Emotion regulation is an effortful process for college students.
- First-year experience courses offer a valuable setting for developing emotion regulation skills.
- Findings can inform counseling psychologists about student adjustment and skill development.
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