Lifelong, self-regulated learning has been a topic of considerable interest
in educational psychology. However, one area of self-regulation that I;as
received less attention is the process of regulating emotions. The goal of
this article is to explicate a model of self-regulation that incorporates r
ecent theory and research on emotions and emotional regulation. From the pe
rspective presented, emotions and our regulation of them are directly invol
ved in self-regulation and, therefore, need to play a more important role i
n current research and theory on the nature of goal-directed, lifelong, sel
f-regulated learning. A general model of self-regulation is described, foll
owed by a discussion of current views about the nature of emotional regulat
ion during test taking. This is followed by a discussion of research during
the phases of test taking. Finally, conclusions and areas for future resea
rch are discussed.