This project was funded to examine cross-cultural patterns in feedback sensitivity, emotion regulation, and learning among adolescents. The first study will use longitudinal data collected from adolescents in Colombia, Italy, and the United States to examine how emotional reactivity and regulation impact the association between adolescents' sensitivity to feedback and their academic performance. The second study will use ecological momentary assessments with a sample of Colombian students to identify the association between school-related experiences and emotions with learning as a function of positive and negative feedback. Findings may have practical applications to the classroom and could inform interventions for bolstering students' academic performance.