Profiles of emotional and motivational self-regulation following errors: Associations with learning

University students may combine regulation strategies differently in response to a specific learning situation, namely after making errors. Strategy combinations may differ in how they support students' learning. These assumptions were investigated based on a sample of 469 German university students (undergraduate teacher trainees). Using latent profile analysis, we identified three distinct profiles with different values of cognitive reappraisal, mastery self-talk, performance-approach self-talk, and rumination following errors: The ‘goal-directed learners’, the ‘worried performers’, and the ‘inhibited ruminators’. Moreover, we found that the strategy combinations differed in adaptivity regarding learning-strategy use, effort, self-efficacy, and adaptive dealing with errors. Practical implications for teacher education are discussed. •We focus on teacher trainees´ profiles of emotional and motivational regulation strategies induced by academic errors.•Using latent profile analysis three distinct profiles were identified.•The three profiles are the ‘goal-directed learners’, the ‘worried performers’, and the ‘inhibited ruminators’.•The profiles differed in their adaptivity with respect to specific learning outcomes.•Practical implications for teacher education are discussed.