Learning can be affectively inaccessible when successful learning requires students to cope with negative emotions and frustrations and when there are no options for students who have difficulty in doing so. In order to develop effective self-regulatory skills, students must be exposed to varied strategies – reminders, models, checklists and so forth – that will help them to identify the coping mechanisms for managing the emotions that work best for them. The evidence listed below suggests the effectiveness of strategies such as developing help-seeking strategies, providing scaffolds and feedback for managing frustration, and building internal controls. The scholarly reviews and opinions provide a more classroom-based perspective on the importance of scaffolding students’ coping skills and strategies.
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Last Updated: 02/08/2011