Throughout the paper, Stockinger et al. (2026) highlight the interplay between motivational regulation and emotional regulation and call for a model of self-regulated learning that acknowledges how closely interwoven the two can be. An aspect of this work that I find really interesting is the emphasis on how the learner perceives the process. Is the learner seeking to improve their motivation? Alleviate boredom? Both? The authors point out that two learners can approach self-regulated learning in very different ways depending on how they evaluated their motivational and emotional needs.
The ability to assess these needs and set goals, of course, relies on a learner’s metamotivational and metaemotional knowledge. Can they identify a feeling of discomfort or frustration? Do they interpret that as needing to better define their goals, set different expectations, or a misunderstanding of the outcomes? Or does it stem from feelings of anxiety or despondency? There may not be one right answer, and the degree to which attempting to regulate motivations, emotions, or both is fruitful depends very much on the learner’s perceptions of their needs.
Understanding the interplay between motivational and emotional regulation is critical to better understanding self-regulated learning. In my work with medical students I often see a point where a student’s ability to successfully assess and implement an effective (cognitive) learning strategy is impacted by their motivational or emotional regulation. If they feel disconnected from their goal of becoming a doctor, or are experiencing social isolation and a lack of support, then I feel a little silly providing guidance on how to approach practice questions or incorporate flashcards. While that may be helpful to some extent, I don’t feel I’m actually helping the student to fully address what they need to be successful.
