The interplay between academic emotions, psychological flexibility and self-regulation as predictors of academic achievement

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Abstrakti

Research concerning students' emotions as well as their way of coping with their emotions in different situations has been scarce. The purpose of this study is to explore the relationship between self-regulated learning, academic emotions, psychological flexibility, study success and study pace during university-level studies. A total of 274 arts students participated in this study. Academic emotions were first explored with factor analyses, parallel analysis and confirmatory factor analyses. The relationship between self-regulated learning, psychological flexibility, academic emotions and study success and study pace was analysed using Pearson's correlations and path analysis using Amos. The results revealed that there is a strong connection between self-regulated learning and academic emotions and that students' self-regulations appear to affect students' emotions with regard to their academic study. Furthermore, psychological flexibility appeared to be an important mediator between academic emotions and study pace. The study suggests that students' emotions and their way of coping with these emotions should be taken into account when considering learning and teaching.
Alkuperäiskielienglanti
LehtiJournal of Further and Higher Education
Vuosikerta42
Numero4
Sivut439-453
Sivumäärä15
ISSN0309-877X
DOI - pysyväislinkit
TilaJulkaistu - 2018
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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