Yiseth Bibiana Munoz Bocanegra

Topic

Examining the role of appraisal of task value and task understanding practices on the perceived effectiveness of emotion regulation in a high-stakes, collaborative academic context

Department of Educational Psychology and Leadership Studies

Date & location

• Thursday, May 7, 2026

• 9:30 A.M.

• Clearihue Building, Room B021

• & Virtual Defence

Reviewers

Supervisory Committee

• Dr. Mariel Miller, Department of Educational Psychology and Leadership Studies, University of Victoria (Supervisor)

• Dr. Allyson Hadwin, Department of Psychology, UVic (Member) 

External Examiner

• Dr. Nikki Lobczowski, Department of Education, McGill University 

Chair of Oral Examination

• Dr. Ulrich Mueller, Department of Psychology, UVic 

Abstract

Emotion regulation constitutes a fundamental dimension of self-regulated learning (SRL), particularly within collaborative environments where socio-emotional challenges frequently arise. While preparatory practices such as Task Understanding and Appraisal of Task Value are believed to influence learners’ evaluations of their emotion regulation, the extent to which these practices jointly predict perceived effectiveness in collaborative achievement remains understudied. This investigation examined the extent to which these two crucial SRL practices, task Understanding (TU) and appraisal of task value (ATV), predict students' perceived effectiveness of emotion regulation (PER) during a negative experience in a high-stakes, collaborative case-based performance assessment (CCPA). Using a cross-sectional design, 137 undergraduates reported their TU and ATV practices via self-report measures and evaluated the effectiveness of their ER strategies using a narrative response construction tool. Results revealed that task understanding practices did not show a simple linear relationship with perceived effectiveness, suggesting a more complex or nonlinear relationship that warrants further investigation of potential non-monotonic effects. ATVP demonstrated a positive association with perceived ER effectiveness (OR = 2.10, p = 0.058 in the reduced sample after removing influential outliers). Although this was not statistically significant at the .05 threshold, the effect size is theoretically relevant, indicating that each unit increase in ATV nearly doubles the likelihood of perceiving the ER as effective. Overall, the combined influence of TU and ATV practices accounted for a limited proportion of variance in the outcome, consistent with the theoretical framing of TU and ATV as preparatory conditions that shape evaluative standards, rather than direct causes of regulatory success. These findings challenge linear models of SRL, underscoring the complex roles that cognitive clarity and motivational value play in the perception of ER effectiveness. TUP proves advantageous only when it fosters coherent 10 understanding, whereas ATV may function as a motivational anchor during socio-emotional challenges. These insights offer a nuanced perspective on the cognitive and motivational foundations underpinning regulatory evaluation in collaborative learning.