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).
As children grow older, their
emotion regulation ability increases and shifts from mainly
external, behavior - oriented
emotion regulation strategies to internal, cognitive - based
strategies [8,21].