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EMMA – The Role of Emotions and Metacognitive Processes for Goal Revision

In the project EMMA, we investigate which emotions children report after goal failure, how children adapt their goals after failure, and examine the of role emotions and the evaluation of failure for goal revision.

Adaptive goal pursuit is a central component of successful self-regulated learning. Before learning, learners set goals and after learning they monitor their goal achievement. In case of goal failure, learners should adapt their studying, e.g., by revising their goals. However, it is unclear how exactly learners revise their goals after failure. On the one hand, it is conceivable that learners set higher goals to compensate for the previous failure. On the other hand, learners might lower their goals after goal failure in order to be more likely to reach their goal the next time.

To date, studies that investigate how children revise their goals after failure are missing. Emotions and the evaluation of the reasons for failure might play a role in goal revision. Thus, the goal of this project is to find out which emotions children report after goal failure, how children revise their goals after goal failure, and to examine the role of emotions and the evaluation of failure for goal revision.

Project Head

Dr. Maria Theobald

Duration

06/2021–06/2023