Emotional reflection as an element of university teaching and learning

The ability to perceive and regulate emotions is of particular relevance for students, as support measures in the area of emotion regulation can also have positive effects on the quality of studies, academic success and general personal development. However, little attention is paid to this topic and the design of cognitive and content-related learning arrangements is focused by university didactics. The integration of opportunities for emotional reflection into teaching offers a low-threshold measure for promoting emotional competences, which is why this article proposes a tool for implementing this task.