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

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

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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title = "The interplay between academic emotions, psychological flexibility and self-regulation as predictors of academic achievement",
abstract = "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.",
keywords = "516 Educational sciences, ACADEMIC EMOTIONS, psychological flexibility, Self-regulated learning, quantitative study, Higher Education, experiental avoidance, learning-processes, CORE AFFECT, STUDENTS, STRATEGIES, ACCEPTANCE, EDUCATION, OUTCOMES",
author = "Henna Asikainen and Telle Hailikari and Markus Mattsson",
year = "2018",
doi = "10.1080/0309877X.2017.1281889",
language = "English",
volume = "42",
pages = "439--453",
journal = "Journal of Further and Higher Education",
issn = "0309-877X",
publisher = "Routledge",
number = "4",

}

TY - JOUR

T1 - The interplay between academic emotions, psychological flexibility and self-regulation as predictors of academic achievement

AU - Asikainen, Henna

AU - Hailikari, Telle

AU - Mattsson, Markus

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

KW - 516 Educational sciences

KW - ACADEMIC EMOTIONS

KW - psychological flexibility

KW - Self-regulated learning

KW - quantitative study

KW - Higher Education

KW - experiental avoidance

KW - learning-processes

KW - CORE AFFECT

KW - STUDENTS

KW - STRATEGIES

KW - ACCEPTANCE

KW - EDUCATION

KW - OUTCOMES

U2 - 10.1080/0309877X.2017.1281889

DO - 10.1080/0309877X.2017.1281889

M3 - Article

VL - 42

SP - 439

EP - 453

JO - Journal of Further and Higher Education

JF - Journal of Further and Higher Education

SN - 0309-877X

IS - 4

ER -