The Extended Process Model of Emotion Regulation: Elaborations, Applications, and Future Directions

Developing Emotion-Aware, Advanced Learning Technologies: A Taxonomy of Approaches and Features

“…The importance of one's attention to an outcome or activity is echoed in the process model of emotion regulation (Gross 2015), which argues that an emotion will not be elicited if one fails to attend to an emotion-arousing stimuli. The C-V theory further differentiates between emotions arising from attention to achievement outcomes and from attention to an academic activity itself, such as enjoyment from listening to and participating in an interesting lecture.…”

“…Of relevance to this taxonomy, the regulatory opportunities change as one proceeds from considering the environment → achievement → appraisals → emotions, and in a manner that is complementary with that of Gross' (2015) process model of emotion regulation. Specifically, regulation at the environmental level concerns the situation, in other words, the design of the environment and its tasks; one must change the environment (e.g., increase autonomy; Tsai et al 2008) if one is to positively influence the emotions that will be elicited by those in it (similar to Gross' (2015) situation selection phase).…”

“…Although other theoretical frameworks exist to further scientific understanding of emotion and how emotion is regulated (e.g., Gross 2015;Gratch and Marsella 2015), the controlvalue theory is the only theory that situates the elicitation of emotion in an education context and has strong empirical support in this setting. The taxonomy proposed in this paper presents a thorough, high-level categorization of types of emotion-aware approaches and features that presently exist in systems designed for teaching and training thus warranting education-oriented, context-specific theoretical guidelines.…”

“…Researchers have also addressed the importance of emotion regulation in ALTs, describing them as proactive or reactive systems (D'Mello and Graesser 2015) building off of Shute's (1993) distinction between macro and micro adaptation in an emotion-specific direction. Other emotion-aware ALT strategy distinctions have included value-, context-, and control-oriented strategies (Arroyo et al 2014), as well as experimentation with emotion regulation strategies outlined in Gross' (2013Gross' ( , 2015 emotion regulation model (D'Mello et al 2014b). Conceptual work by du Boulay (2010; has also proposed a hierarchy of intelligent tutoring systems with respect to their use of metacognitive, motivational, and/or affective data to foster positive emotions and motivation and further prescribe motivational interventions in response to discrete emotional states (e.g., boredom, frustration, and anxiety).…”

“…The next level, appraisal, concerns changing the way a learner is thinking about an outcome or activity, such as by emphasizing a boring task's value (similar to Gross (2015) cognitive change phase). When it comes to the experience of the emotion itself, the learner must steel themselves against negative outcomes or unpleasant activities to sustain a positive mood (see Gross (2015) suppression strategies). Forcing oneself to smile in the face of disappointing news is an example of suppressing an emotion (e.g., sadness).…”