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Liu Y, Chai X, Sang B, Zhang S. Differences in the effect of adolescents' strategies for expressing academic emotions on academic emotions and peer acceptance in competitive and cooperative situations. Front Psychol 2024; 15:1407885. [PMID: 39021655 PMCID: PMC11252489 DOI: 10.3389/fpsyg.2024.1407885] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2024] [Accepted: 06/20/2024] [Indexed: 07/20/2024] Open
Abstract
Two studies were conducted to explore the differences in the effect of adolescents' strategies for expressing academic emotions. In Study 1 a total of 65 adolescents participated in the study of the relationship between academic emotions and strategies for expressing them in competitive and cooperative situations. In Study 2 a total of 113 adolescents participated in the study of the relationship between the strategies and peer acceptance in competitive and cooperative situations. The results showed that the relationship between academic emotions and strategies for expressing them in competitive and cooperative situations was situation stable while the relationship between the strategies and peer acceptance was situation specific. Furthermore, emotional expression may be more adaptive when experiencing positive academic emotions. When adolescents experience negative academic emotions, expressing them is more adaptive from the perspective of their own academic emotional experience; whereas suppressing them is more adaptive from the perspective of peer acceptance. These findings (a) clarify how to use more adaptive strategies for emotional expression in various situations and (b) serve as a guide for helping adolescents use strategies to express emotions flexibly according to the situation.
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Affiliation(s)
- Ying Liu
- Wenbo College, East China University of Political Science and Law, Shanghai, China
| | - Xiaoyun Chai
- Department of Applied Psychology, Hubei University of Medicine, Shiyan, China
| | - Biao Sang
- Lab for Educational Big Data and Policymaking, Shanghai Academy of Educational Sciences, Shanghai, China
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Shaohua Zhang
- School of Preschool Education, Xi’an University, Xi’an, China
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2
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Sarfaty L, Ben-Eliyahu A. Brief report: noise reduction in preschool from a self-regulated learning perspective-implementation of a game-based voice regulation training program. Front Psychol 2023; 14:1213348. [PMID: 37936575 PMCID: PMC10626535 DOI: 10.3389/fpsyg.2023.1213348] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Accepted: 09/14/2023] [Indexed: 11/09/2023] Open
Abstract
An 8-week voice regulation training program (VRTP) incorporating everyday activities was implemented in an experimental preschool classroom (EG; n = 34), which was compared with a control preschool classroom (CG; n = 31). The VRTP includes songs, games, and conversations aiming to raise children's awareness of noise levels and teach voice modulation skills. Grounded in the theoretical framework of self-regulated learning, the study's objectives were to evaluate the impact of the VRTP on noise levels, children's self-regulation, and pre-literacy skills. Noise levels were assessed weekly using an electronic noise meter before and during the program. The EG preschoolers demonstrated modest but significant improvements over their pre-VRTP levels of voice modulation, behavioral and emotional self-regulated learning, and pre-literacy skills, in contrast with the CG children. The findings provide evidence that young children's self-regulation may be enhanced in preschool, challenging the field of developmental-educational psychology to consider self-regulated learning during early childhood.
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Affiliation(s)
- Lihi Sarfaty
- Department of Counseling and Human Development, Faculty of Education, University of Haifa, Haifa, Israel
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3
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Zheng J, Lajoie S, Li S. Emotions in self-regulated learning: A critical literature review and meta-analysis. Front Psychol 2023; 14:1137010. [PMID: 36968756 PMCID: PMC10033610 DOI: 10.3389/fpsyg.2023.1137010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Accepted: 02/20/2023] [Indexed: 03/11/2023] Open
Abstract
Emotion has been recognized as an important component in the framework of self-regulated learning (SRL) over the past decade. Researchers explore emotions and SRL at two levels. Emotions are studied as traits or states, whereas SRL is deemed functioning at two levels: Person and Task × Person. However, limited research exists on the complex relationships between emotions and SRL at the two levels. Theoretical inquiries and empirical evidence about the role of emotions in SRL remain somewhat fragmented. This review aims to illustrate the role of both trait and state emotions in SRL at Person and Task × Person levels. Moreover, we conducted a meta-analysis to synthesize 23 empirical studies that were published between 2009 and 2020 to seek evidence about the role of emotions in SRL. An integrated theoretical framework of emotions in SRL is proposed based on the review and the meta-analysis. We propose several research directions that deserve future investigation, including collecting multimodal multichannel data to capture emotions and SRL. This paper lays a solid foundation for developing a comprehensive understanding of the role of emotions in SRL and asking important questions for future investigation.
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Affiliation(s)
- Juan Zheng
- Department of Education and Human Services, Lehigh University, Bethlehem, PA, United States
- *Correspondence: Juan Zheng,
| | - Susanne Lajoie
- Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada
| | - Shan Li
- Department of Education and Human Services, Lehigh University, Bethlehem, PA, United States
- Department of Community and Population Health, Lehigh University, Bethlehem, PA, United States
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4
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Karagiannopoulou E, Desatnik A, Rentzios C, Ntritsos G. The exploration of a ‘model’ for understanding the contribution of emotion regulation to students learning. The role of academic emotions and sense of coherence. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03722-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
AbstractThe present study is exploring a pathway connecting emotion regulation with academic progress. Specifically, the pattern through which emotion regulation is implicated in learning and academic progress through academic emotions and sense of coherence. This cross-sectional study involves of 406 undergraduate social science students recruited from a university in western Greece. Participants anonymously and voluntarily completed a number of self-report measures. The Emotion Regulation Questionnaire, the Sense of Coherence Scale, the Student Experience of Emotions Inventory and the Approaches to Learning and Studying Inventory, were used to measure emotion regulation, sense of coherence, academic emotional experiences and approaches to learning, respectively. Α four-stage model was tested with structural equation modelling techniques. In particular, the model examined associations between emotion regulation, sense of coherence, academic emotions, approaches to learning and academic progress. The analysis revealed pathways through which these associations appear to be maintained and driven by emotion regulation. Emotion regulation is associated with students’ academic emotions that in turn are linked with approaches to learning and academic progress. Both positive and negative emotions appear to play a role in enabling an adaptive approach to learning. Moreover, sense of coherence may serve as an important meta-cognitive factor enabling students to approach the learning process more effectively. The findings are discussed in the light of the recent literature.
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5
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Bae CL, Sealy MA, Cabrera L, Gladstone J, Mills D. Hybrid Discourse Spaces: A Mixed Methods Study of Student Engagement in U.S. Science Classrooms. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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6
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Malleability beliefs shape mathematics-related achievement emotions: The mediating role of emotion regulation in primary school children. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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7
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Heo H, Bonk CJ, Doo MY. Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19. THE INTERNET AND HIGHER EDUCATION 2022; 54:100856. [PMID: 35464172 PMCID: PMC9013013 DOI: 10.1016/j.iheduc.2022.100856] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2021] [Revised: 03/04/2022] [Accepted: 04/11/2022] [Indexed: 05/14/2023]
Abstract
This study examined the structural relationships among self-efficacy, resource management, and learning engagement during the COVID-19 era based on self-regulation theory. We also investigated whether the level of depression moderates the structural relationships among the factors by comparing a non-depressed group and a moderate-to-high depressed group. This study confirmed that resource management influenced learning engagement regardless of the depression level. Self-efficacy for learning also influenced resource management. The implications of this study are that self-efficacy is a prerequisite for resource management for learning. However, the direct influences of self-efficacy on learning engagement were observed only in the non-depressed group. Self-efficacy for learning indirectly influenced learning engagement through resource management in the depressed group. The self-regulated behaviors, such as resource management should be encouraged to enhance learning engagement of depressed students. Students' depression should also be monitored on a regular basis to help improve learning engagement during as well as after the COVID-19 era.
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Affiliation(s)
- Heeok Heo
- Department of Computer Education, College of Education, Sunchon National University, Republic of Korea
| | - Curtis J Bonk
- Instructional Systems Technology, Indiana University, Bloomington, IN, USA
| | - Min Young Doo
- Department of Education, Kangwon National University, Chuncheon-si, Republic of Korea
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8
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Earthquake Vulnerability Reduction by Building a Robust Social-Emotional Preparedness Program. SUSTAINABILITY 2022. [DOI: 10.3390/su14105763] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Despite the progress made in understanding the characteristics of earthquakes, the predictions of earthquake activity are still inevitably very uncertain, mainly because of the highly complex nature of the earthquake process. The population′s mental strength is of high importance not only to cope with an earthquake, but also to return quickly to functioning. Social-emotional preparedness for extreme adverse events and crises is a critical factor in the population’s quick recovery and return to full functioning. In the present study, we apply a multi-disciplinary lens to extend the scope of earthquake preparedness to include social-emotional programs. The goal of this study is to develop a robust “no-regret” social-emotional preparedness program (SEPP) along with methodological tools for evaluating the SEPP robustness against uncertainty in different earthquake scenarios. The research methodology is twofold. First, we develop the SEPP based on social-emotional proxies-for-robustness, and second, we apply the info-gap decision theory (IGDT) methods to assess the robustness of the SEPP in the face of uncertainty in different earthquake scenarios. The findings indicate gaps between the level of robustness of the SEPP in different scenarios. A key conclusion that emerges from this study is the need for a robust SEPP to make a significant contribution to the population’s ability to return to functioning. Such SEPP should be formulated to maximize the robustness against uncertainty in different scenarios, rather than the traditional planning based on a ‘one size fits all’ approach. Formulating a robust SEPP by analyzing the robustness of the SEPP against uncertainty will enable to make decisions immune to surprises. Ways to create or improve earthquake preparedness are suggested for policy and in-school application.
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9
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Lewczuk K, Wizła M, Oleksy T, Wyczesany M. Emotion Regulation, Effort and Fatigue: Complex Issues Worth Investigating. Front Psychol 2022; 13:742557. [PMID: 35250704 PMCID: PMC8888450 DOI: 10.3389/fpsyg.2022.742557] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2021] [Accepted: 01/17/2022] [Indexed: 01/10/2023] Open
Affiliation(s)
- Karol Lewczuk
- Institute of Psychology, Cardinal Stefan Wyszyński University, Warsaw, Poland
| | - Magdalena Wizła
- Institute of Psychology, Cardinal Stefan Wyszyński University, Warsaw, Poland
| | - Tomasz Oleksy
- Department of Psychology, University of Warsaw, Warsaw, Poland
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10
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Yu X, Wang Y, Liu F. Language Learning Motivation and Burnout Among English as a Foreign Language Undergraduates: The Moderating Role of Maladaptive Emotion Regulation Strategies. Front Psychol 2022; 13:808118. [PMID: 35185728 PMCID: PMC8854853 DOI: 10.3389/fpsyg.2022.808118] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2021] [Accepted: 01/13/2022] [Indexed: 11/22/2022] Open
Abstract
In the context of English as a Foreign Language (EFL), burnout study dominantly revolves around teachers but learners' academic burnout is largely underexplored. Academic burnout is a concerning issue worldwide that is particularly predicted by academic motivation. However, we know little about the association between motivation and burnout among EFL learners and whether maladaptive emotion regulation strategies (ERS) could moderate their association. To fill this research gap, we recruited 841 EFL undergraduates from two universities in China. Descriptive analysis showed that participants reported high levels of language learning burnout. Correlational and bootstrapped moderation analysis found that motivation and maladaptive ERS were significantly correlated with burnout in opposite directions and the correlation between motivation and burnout was significantly influenced by students' use of two maladaptive ERS (avoiding and venting). The more frequently students chose to avoid and vent unpleasant feelings, the protective role of motivation on burnout was weaker. The implications of these findings are discussed.
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Affiliation(s)
- Xiaoxiao Yu
- School of Foreign Languages, Guangzhou City University of Technology, Guangzhou, China
| | - Yabing Wang
- Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou, China
- School of English Education, Guangdong University of Foreign Studies, Guangdong, China
| | - Fangsong Liu
- Department of Applied Psychology, Guangdong University of Foreign Studies, Guangdong, China
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11
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What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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12
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Kim YE, Yu SL, Wolters CA, Anderman EM. Academic, social, and well-being goals in the classroom: The dynamic interplay between multiple goals and self-regulatory processes. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.102018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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13
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Mixed feelings: Profiles of emotions among elementary mathematics students and how they function within a control-value framework. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101996] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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14
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Abstract
This article presents a theoretical definition and conceptualization of sustainable learning in education (SLE). SLE is differentiated from teaching for sustainability or sustainable learning, which focuses on teaching ways to renew, rejuvenate, and reuse necessary resources, such as clean water. At its core, SLE consists of strategies and skills that enable learners to effectively renew, rebuild, reuse, inquire, be open-minded, and cope with challenging and complicated circumstances that require learning and relearning. Four aspects of SLE are described: (1) renewing and relearning; (2) independent and collaborative learning; (3) active learning; and (4) transferability. To further understand SLE, the self-regulated learning framework is used. This is an important and novel future direction for research and educational practice.
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15
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Ranellucci J, Robinson KA, Rosenberg JM, Lee YK, Roseth CJ, Linnenbrink-Garcia L. Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101966] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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16
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Peistaraite U, Clark T. Emotion Regulation Processes Can Benefit Self-Regulated Learning in Classical Musicians. Front Psychol 2020; 11:568760. [PMID: 33240155 PMCID: PMC7683505 DOI: 10.3389/fpsyg.2020.568760] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Accepted: 10/05/2020] [Indexed: 11/25/2022] Open
Abstract
Self-regulated learning (SRL) is the degree to which students are metacognitively, motivationally, and behaviourally active participants in their own learning process. It involves the self-regulation of cognitive, behavioural, and affective processes. SRL holds significant potential for enhancing practise and achievement. Although affect is acknowledged as one of the three fundamental processes in SRL, there is limited research investigating it. However, emotions have been found to influence SRL efficiency while emotion regulation (ER) can impact learning outcomes. Thus, this study sought to investigate how ER processes relate to SRL among professional musicians who perform Western classical music. Four forms of regulation (reappraisal, suppression, rumination, repression) were examined in relation to the SRL three-phase model. Professional musicians (N = 334) of 39 nationalities (age: 18–66; [M = 28]; female = 215; male = 119) completed a survey comprising the Self-Regulated Learning in Music Questionnaire, the Emotion Regulation Questionnaire, and demographic items. A significant positive correlation emerged between SRL and reappraisal, and significant negative correlations emerged between SRL and the other three processes. Further multiple linear regression analysis revealed that reappraisal, practise hours, and expertise accounted for 26% of the variance in SRL. Finally, a factorial (2 × 2 × 2) ANOVA yielded significant group differences on ER as a function of gender, expertise, and occupation. Results suggest that reappraisal can enhance the use of SRL in musicians, thus highlighting the potential utility in considering ER as part of SRL. These results suggest that by including training on emotion regulation strategies within musicians’ educational institutions and workplaces, efficiency and engagement in SRL can be enhanced. This could produce more effective learning strategies and outcomes, together with higher musical achievements.
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Affiliation(s)
- Ugne Peistaraite
- Centre for Performance Science, Royal College of Music, London, United Kingdom
| | - Terry Clark
- Centre for Performance Science, Royal College of Music, London, United Kingdom.,Faculty of Medicine, Imperial College London, London, United Kingdom
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17
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Investigating Factors that Influence Math Homework Expectancy: A Multilevel Approach. SUSTAINABILITY 2020. [DOI: 10.3390/su12166586] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The present study investigated several clusters of variables influencing students’ math homework expectancy based on 3018 students in grade 8 in China. Results revealed that math homework expectancy was positively associated with homework quality at both the individual and class level. At the individual level, math homework expectancy was positively associated with prior math knowledge, parent education, homework interest, homework favorability, parent autonomy support, mastery-approach, and homework value. Meanwhile, math homework expectancy was negatively associated with homework time, parent help quantity, and performance-approach. Finally, compared with females, males tended to have higher math homework expectancy.
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Cobo-Rendón R, Pérez-Villalobos MV, Páez-Rovira D, Gracia-Leiva M. A longitudinal study: Affective wellbeing, psychological wellbeing, self-efficacy and academic performance among first-year undergraduate students. Scand J Psychol 2020; 61:518-526. [PMID: 32022279 DOI: 10.1111/sjop.12618] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2019] [Accepted: 12/02/2019] [Indexed: 11/28/2022]
Abstract
Students' mental health have a greatest impact on wellbeing and academic performance, also is often affected adaptation to the university life. This study examines the proportion of students with a positive and negative affect balance, and the relationship between affective wellbeing and academic self-efficacy and performance. It also analyzes how psychological wellbeing and academic self-efficacy predict affective wellbeing and academic performance. In a sample of 200 undergraduate students (M = 19.07 years), it was found that positive affect decreased and negative affect increased during the second academic year. The majority had a positive affect balance (AB). Psychological wellbeing predicts positive emotions and its achievement dimension predicts academic performance. 53% of participating students maintained a positive AB, 14% maintained a negative AB and 21% went from a negative to a positive AB one. The change from a positive to a negative AB (10%) is associated with an increase in psychological wellbeing, suggesting a process of post-stress growth in relation to the challenges of university life.
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Affiliation(s)
- Rubia Cobo-Rendón
- Department of Psychology, University of Concepción, Concepción, Chile
| | | | - Darío Páez-Rovira
- Department of Social Psychology and Research Methods in Behavioral Sciences, University of the Basque Country, San Sebastián, Spain.,Faculty of Education and Social Science, Andrés Bello University, Concepción, Chile
| | - Marcela Gracia-Leiva
- Department of Social Psychology and Research Methods in Behavioral Sciences, University of the Basque Country, San Sebastián, Spain
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Wortha F, Azevedo R, Taub M, Narciss S. Multiple Negative Emotions During Learning With Digital Learning Environments - Evidence on Their Detrimental Effect on Learning From Two Methodological Approaches. Front Psychol 2019; 10:2678. [PMID: 31849780 PMCID: PMC6901792 DOI: 10.3389/fpsyg.2019.02678] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2019] [Accepted: 11/13/2019] [Indexed: 11/13/2022] Open
Abstract
Emotions are a core factor of learning. Studies have shown that multiple emotions are co-experienced during learning and have a significant impact on learning outcomes. The present study investigated the importance of multiple, co-occurring emotions during learning about human biology with MetaTutor, a hypermedia-based tutoring system. Person-centered as well as variable-centered approaches of cluster analyses were used to identify emotion clusters. The person-centered clustering analyses indicated three emotion profiles: a positive, negative and neutral profile. Students with a negative profile learned less than those with other profiles and also reported less usage of emotion regulation strategies. Emotion patterns identified through spectral co-clustering confirmed these results. Throughout the learning activity, emotions built a stable correlational structure of a positive, a negative, a neutral and a boredom emotion pattern. Positive emotion pattern scores before the learning activity and negative emotion pattern scores during the learning activity predicted learning, but not consistently. These results reveal the importance of negative emotions during learning with MetaTutor. Potential moderating factors and implications for the design and development of educational interventions that target emotions and emotion regulation with digital learning environments are discussed.
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Affiliation(s)
- Franz Wortha
- LEAD Graduate School and Research Network, University of Tübingen, Tübingen, Germany
- Multimodal Interaction Lab, Leibniz-Institut für Wissensmedien, Tübingen, Germany
| | - Roger Azevedo
- Department of Learning Sciences and Educational Research, University of Central Florida, Orlando, FL, United States
| | - Michelle Taub
- Department of Learning Sciences and Educational Research, University of Central Florida, Orlando, FL, United States
| | - Susanne Narciss
- Psychology of Learning and Instruction, Faculty of Psychology, Dresden University of Technology, Dresden, Germany
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The Mediating Role of Implicit and Explicit Emotion Regulation in the Relationship Between Academic Emotions and Approaches to Learning: Do Defense Styles Matter? J Nerv Ment Dis 2019; 207:683-692. [PMID: 31356408 DOI: 10.1097/nmd.0000000000001027] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The present study belongs to a new strand of research in learning in higher education focusing on emotions and emotion regulation, including defense mechanisms. The purpose of the study was to investigate the mediating role of implicit and explicit emotion regulation in the relationship between academic emotions and approaches to learning. Participants were composed of 226 undergraduates (40 males and 186 females studying in a social science department). They completed the following questionnaires: Emotion Regulation Questionnaire, Student Experience of Emotions Inventory, Defense Style Questionnaire, and Approaches to Learning and Studying Inventory. Both the moderating (interaction) and the mediational (indirect) effects were examined using the PROCESS program. Results failed to indicate the moderating role of emotion regulation in the association between academic emotions and approaches to learning. Instead, results revealed the dominant mediating role of emotion regulation and particularly the role of immature defense style in the relationship between negative emotions and approaches to learning. Moreover, reappraisal and suppression seemed to act as mediators in the relationship between positive and negative emotions with deep and surface approaches, respectively. The results of the study are discussed in the context of the recent literature. Implications for higher-education institutions regarding the role of unconscious cognitive processes are also discussed.
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21
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Hanin V, Van Nieuwenhoven C. Emotional and motivational relationship of elementary students to mathematical problem-solving: a person-centered approach. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s10212-018-00411-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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22
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Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.01.002] [Citation(s) in RCA: 129] [Impact Index Per Article: 21.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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23
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Seibert GS, Bauer KN, May RW, Fincham FD. Emotion regulation and academic underperformance: The role of school burnout. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.10.001] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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24
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Robinson KA, Ranellucci J, Lee YK, Wormington SV, Roseth CJ, Linnenbrink-Garcia L. Affective profiles and academic success in a college science course. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2017.08.004] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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25
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Burić I, Sorić I, Penezić Z. Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ). PERSONALITY AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.paid.2016.02.074] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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26
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Ben-Eliyahu A, Rhodes JE, Scales P. The Interest-Driven Pursuits of 15 Year Olds: “Sparks” and Their Association With Caring Relationships and Developmental Outcomes. APPLIED DEVELOPMENTAL SCIENCE 2014. [DOI: 10.1080/10888691.2014.894414] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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