The puropose of the present study was to investigate effects of self-monitoring of emotions on learning. Emotional regulation processes involve 2 aspects : smoothness of emotional regulation and repertoires of emotional regulation. Intervention was conducted with a 6th grader who did not focus her learning. The results were as follows : (1) self-monitoring changed both the smoothness of emotional regulation and the child's repertoires of emotional regulation ; (2) self-monitoring improved the accuracy of self-evaluation.
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