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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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Dinsmore DL, Fryer LK. Critical Thinking and Its Relation to Strategic Processing. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09755-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/28/2023]
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Cook KD, Catanzaro BA. "Constantly Working on My Attitude Towards Statistics!" Education Doctoral Students' Experiences with and Motivations for Learning Statistics. INNOVATIVE HIGHER EDUCATION 2022; 48:257-284. [PMID: 35992196 PMCID: PMC9380669 DOI: 10.1007/s10755-022-09621-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Revised: 07/29/2022] [Accepted: 08/01/2022] [Indexed: 06/15/2023]
Abstract
Doctoral students in education-related fields are required to take graduate level statistics courses and often face anxiety and negative attitudes about taking these courses. Using a mixed methods survey research design (N = 95), this study explored students' experiences with statistics anxiety and how course instructors can support them to mitigate statistics anxiety and improve attitudes. Analyses of quantitative survey data found that students who had never taken a statistics course before beginning their doctoral program, and students that had completed less doctoral coursework had higher negative attitudes towards learning statistics; and older students had higher statistics anxiety. Plans to use research in the future predicted more positive attitudes and lower statistics anxiety. Analysis of qualitative survey data found that students: (1) expressed that their attitude towards learning statistics was very important and played a big role in how they approached their coursework; (2) considered their plans to use research skills in the future as motivation to learn statistics; and (3) believed that their instructors' attitudes and instructional practices supported learning and decreased statistics anxiety. This study has implications for how statistics and research methods courses are taught in higher education, and how the experiences of graduate students in education may have lasting implications for research use in Prek-12 education settings.
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Affiliation(s)
- Kyle DeMeo Cook
- St. John’s University, School of Education, 8000 Utopia Parkway, 11790 Jamaica, NY USA
| | - Brooke A. Catanzaro
- St. John’s University, School of Education, 8000 Utopia Parkway, 11790 Jamaica, NY USA
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Trassi AP, Leonard SJ, Rodrigues LD, Rodas JA, Santos FH. Mediating factors of statistics anxiety in university students: a systematic review and meta-analysis. Ann N Y Acad Sci 2022; 1512:76-97. [PMID: 35211989 DOI: 10.1111/nyas.14746] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 12/14/2021] [Indexed: 11/30/2022]
Abstract
Statistics plays a key role in many areas of modern society, including technology, social and behavior studies, economics, and the sciences. Statistics anxiety (SA) has a detrimental impact on academic experiences in university populations, although the mediating factors remain underexplored. We conducted the first systematic review and meta-analysis focused on SA in university students in the context of statistical performance, individual differences in statistical learning, self-perceptions regarding the statistics course and instructor, and sociodemographic factors. Searches were carried out in the PsycINFO, PubMed, Scielo, and Web of Science databases according to our preregistration. Forty studies were selected for systematic review. Seventeen were included in a series of six meta-analyses concerning academic achievement, attitudes, self-perception, procrastination, and gender. The findings reveal learning strategies, procrastination, self-efficacy, and self-awareness as predictors of SA. However, the impact of sociodemographic data in these moderators is still uncharted. We conclude with a critical appraisal of the selected studies and present future directions for research in SA.
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Affiliation(s)
| | - Sophie J Leonard
- UCD School of Psychology, University College Dublin, Dublin, Ireland
| | | | - Jose A Rodas
- UCD School of Psychology, University College Dublin, Dublin, Ireland.,University of Guayaquil, Guayaquil, Ecuador
| | - Flávia H Santos
- UNESP, São Paulo State University, Bauru, Brazil.,UCD School of Psychology, University College Dublin, Dublin, Ireland
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Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model. Behav Sci (Basel) 2020; 10:bs10120184. [PMID: 33271776 PMCID: PMC7760344 DOI: 10.3390/bs10120184] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Revised: 11/24/2020] [Accepted: 11/27/2020] [Indexed: 11/17/2022] Open
Abstract
Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students' academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.
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Cui S, Zhang J, Guan D, Zhao X, Si J. Antecedents of statistics anxiety: An integrated account. PERSONALITY AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.paid.2019.02.036] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Dörrenbächer L, Perels F. Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2016.09.015] [Citation(s) in RCA: 43] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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González A, Rodríguez Y, Faílde JM, Carrera MV. Anxiety in the statistics class: Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.12.019] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Lai Y, Zhu X, Chen Y, Li Y. Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties. PLoS One 2015; 10:e0130570. [PMID: 26090806 PMCID: PMC4474805 DOI: 10.1371/journal.pone.0130570] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2014] [Accepted: 05/22/2015] [Indexed: 11/28/2022] Open
Abstract
Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.
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Affiliation(s)
- Yinghui Lai
- Institute of Developmental Psychology, Beijing Normal University, Beijing, P. R. China
| | - Xiaoshuang Zhu
- Institute of Developmental Psychology, Beijing Normal University, Beijing, P. R. China
| | - Yinghe Chen
- Institute of Developmental Psychology, Beijing Normal University, Beijing, P. R. China
- * E-mail:
| | - Yanjun Li
- Institute of Developmental Psychology, Beijing Normal University, Beijing, P. R. China
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Chew PKH, Dillon DB. Statistics Anxiety Update: Refining the Construct and Recommendations for a New Research Agenda. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2014; 9:196-208. [DOI: 10.1177/1745691613518077] [Citation(s) in RCA: 64] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Appreciation of the importance of statistics literacy for citizens of a democracy has resulted in an increasing number of degree programs making statistics courses mandatory for university students. Unfortunately, empirical evidence suggests that students in nonmathematical disciplines (e.g., social sciences) regard statistics courses as the most anxiety-inducing course in their degree programs. Although a literature review exists for statistics anxiety, it was done more than a decade ago, and newer studies have since added findings for consideration. In this article, we provide a current review of the statistics anxiety literature. Specifically, related variables, definitions, and measures of statistics anxiety are reviewed with the goal of refining the statistics anxiety construct. Antecedents, effects, and interventions of statistics anxiety are also reviewed to provide recommendations for statistics instructors and for a new research agenda.
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Kleitman S, Costa DS. The role of a novel formative assessment tool (Stats-mIQ) and individual differences in real-life academic performance. LEARNING AND INDIVIDUAL DIFFERENCES 2014. [DOI: 10.1016/j.lindif.2012.12.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Nie Y, Lau S, Liau AK. Role of academic self-efficacy in moderating the relation between task importance and test anxiety. LEARNING AND INDIVIDUAL DIFFERENCES 2011. [DOI: 10.1016/j.lindif.2011.09.005] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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