She is recognized as the scholar who led the expansion of empirical research from a narrow focus on test anxiety to examining the regulation of a wide spectrum of emotions in learning. She developed the “Academic Emotional Learning” (AEL) approach and was among the first to theoretically integrate emotion regulation as an essential core component of Self-Regulated Learning (SRL) models—alongside motivation, cognition, and behavior. Her research demonstrated that the use of emotion regulation strategies is inherently context-dependent (e.g., a favorite course versus a less favored course) and highlighted the importance of meta-emotion in the learning process. Her theoretical and empirical contributions serve as a foundational pillar for educational psychology.
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