Second, it would be interesting to develop the findings regarding performance by examining variables that are at the same time strongly associated with performance and in a non-ambivalent way to
emotion regulation, such as the way students process information (superficial versus in - depth), the way students regulate their learning (self -
regulation versus external guidance) and the kind of cognitive
strategies used (i.e.
among a list of problem - solving heuristics)(Pekrun, 2006).
In the eating disorder literature, it is well established that
emotion regulation may be compromised
among people with BED [63], and that people with BED utilize less adaptive
emotion regulation strategies than healthy controls [64].