Online Post-Secondary Learners’ Stories of Emotional Regulation Through Mindful Self-Compassion

Abstract

In rapidly changing contexts, adult learners are increasingly pursuing online learning. While technology enhances accessibility, it also presents challenges such as digital disarray, constant connectivity, disconnected instructional design, safety concerns, isolation, and the management of one's digital persona. Self-regulation of learning in this environment requires emotion regulation. The purpose of this qualitative narrative inquiry is to reflect on adult online learners’ stories of mindful self-compassion as they experience it through a simple, personalized practice called a mindful self-compassion break. The inquiry poses the question: “What stories do adult learners tell about practicing mindful self-compassion breaks and their emotion regulation during their pursuit of online post-secondary studies?” Participant stories will illuminate self-regulation in online learning. Educational developers and instructional designers can use this to create interventions supporting online learners' self-regulation of learning, fostering autonomy, well-being, and academic success. Online learners can enhance their emotion regulation skills, boosting their learning efforts and overall well-being. Researchers can explore these narratives to expand knowledge of mindful self-compassion and emotion regulation among online learners and to disseminate promising practices. This inquiry received REB approval in October 2025; participant engagement began in November 2025.

Keywords: self-regulated learning (SRL), emotion regulation, emotional presence, online learning, mindfulness, post-secondary, higher education, digital learning, digital environments, mindful self-compassion, self-kindness, common humanity, isolation, self-criticism, affect, metacognitive strategies, emotional strategies, digital wellness