Abstracts - Earli

particularly the motivation in the learning process which is important for motivation in thelearning process being important for the elaboration of the learning content, the regulation andmonitoring of the learning process and the management of attention. The regulation of the learningprocess shows a significant correlation with learning achievement. In the face of the results of thisstudy, the following suggestions can be made for designing virtual learning environments: Whendesigning a virtual learning environment measures contributing to reducing managing effort andattention are to be taken. Furthermore, virtual learning environments are to be designed in a waythat the learner’s motivation is fostered.Momentary adaptation of self-regulation strategies under situational stress during problemsolvingJulia Eksner, Northwestern University, USAAim: The selection of self-regulatory strategies is conceptualized as depending on situationaldemands and individuals’ perceived resources for responding to these demands. The aim of thisstudy is to investigate the extent to which self-regulatory strategies, and emotional response,change in response to situational stress demands (Trier Social Stress Test) induced duringproblem-solving. The analysis further investigates if momentary change in self-regulationstrategies in response to a stress condition during problem-solving is different for participants withhigh or low experiences of context stress and social support. Hypothesis: All participants arepredicted to experience a significant change in momentary affect and self-regulatory strategies inresponse to the stress condition. The experience of high context stress is hypothesized to lead to ahigher negative emotional response (lonely/angry, stress/anxiety) to the stress condition andselection of more maladaptive (optimization, compensation) and less adaptive (goal termination)self-regulatory strategies. Methods: Study participants were immigrant public high school students(15 male, 22 female) aged 14-19 years. Survey data on participants’ stress experiences (life,neighborhood, acculturation, and racialization stress) was collected. During a quasi-experimentaltask subjects’ self-regulation, hormonal stress levels, and momentary affect during an ecologicalproblem solving task was assessed. Findings support the hypothesis as all participants reportedsignificantly higher negative affect and more maladaptive goal-termination strategies. Further,participants with experiences of high context stress reacted with significantly more negative affectthat those without. There are some findings, which can be interpreted as signs for a potential roleof context stress in an increase in maladaptive self-regulatory strategies in response to the stressor.However, the hypothesis was not supported as these findings are weak at this point, and will needfurther investigation.– 116 –