The results of this experiment in general has provided some evidence to support the
use of both emotion-focused and problem-focused strategies deployed by students in dealing
with potential stressful learning episodes. Moreover, the significant correlation between the
emotion-focused strategies and the problem-focused strategies provides yet more evidence. It
is also in accordance with the affect regulation model (Lazarus, 1991), which suggests that
both emotion-focused strategies and the problem-focused strategies are used by individual to
deal with stressful learning episodes. Moreover, two potential candidates for active regulation strategies to be integrated into the SRT framework have been identified. The first potential
strategy is the supplication strategies, and the second potential strategy is the relaxation exercise
strategy.
Many studies from across a wide research spectrum have also established a positive
correlation among the relaxation exercise and supplication statregies with students’ learning
state improvements (e.g. Pekrun, 2011). Through physical activities such as deep breathing
exercises and progressive muscle relaxation, an individual can reduce his physiological affective
state level. Likewise, the supplication strategies can increase students’ awareness which
enable them to relax when they become stressed during a tutoring session. Besides, both the
relaxation exercise and supplication strategies can improve blood circulation by opening some
blood vessel around ad the stressed body and therefore relieve the stress. Thus, relaxation
exercises and supplication are suitable to be a part of the emotion-focused strategies of a tutoring
system framework.