Abstract—Emotion regulation represents behavioural and cognitive responses to a variety of emotions, some of which are beneficial to learning and affective outcomes, while others are detrimental. In the present study, the process model of emotion regulation was used as a guiding framework to reveal which emotion regulation strategies learners used in remote learning during COVID-19. Data were collected through semi-structured interviews with 23 remote learners. Findings revealed that learners used three phases of emotion regulation strategies in remote learning —situation-focused, task-focused, and self-focused. These findings not only contribute to educational research during emergencies by documenting the diverse and dynamic nature of emotion regulation, but also provide a glimpse into how educational policy makers and educators should modify course syllabi and policies based on learners’ emotions and regulation strategies. 

Keywords—emotion regulation strategies, emotions, COVID-19 emergency remote learning, cognitive reappraisal, expressive suppression

Cite: Zhongbin Hu, Ting Zhao, and Zheng Shu, "Improving the Emotions Experienced: Regulation Strategies Used by Remote Learners during COVID-19," International Journal of Learning and Teaching, Vol. 10, No. 6, pp. 679-684, 2024.

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