Self-instruction is particularly helpful for students who:

Self-instruction is particularly beneficial for students who have difficulty responding appropriately in emotionally charged situations. This strategy allows students to develop self-regulation skills and enhances their ability to manage their emotions and reactions in challenging circumstances. Through self-instruction, these students learn to guide themselves using verbal prompts and cognitive strategies, which can help them pause, reflect, and choose appropriate responses instead of reacting impulsively.

For students who struggle in emotionally charged situations, self-instruction provides the tools to navigate their feelings and thoughts constructively. By learning to talk themselves through difficulties, these students can gain the confidence to handle emotional stress more effectively.

In contrast, the other options do not align with the specific benefits of self-instruction. Outgoing and confident students likely manage their emotions better and may not require the same level of self-directed coping strategies. Those who consistently finish assignments on time are already demonstrating self-discipline and may not need additional instruction to enhance task completion. Lastly, students with no interest in group activities may lack motivation and engagement, making self-instruction less effective in fostering their participation and emotional regulation in social scenarios.