What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.

@article{Mega2014WhatMA,
  title={What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.},
  author={Carolina Mega and Lucia Ronconi and Rossana de Beni},
  journal={Journal of Educational Psychology},
  year={2014},
  volume={106},
  pages={121-131}
}
The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM–B) composed of 3 self-report questionnaires: the Self-Regulated Learning Questionnaire (LQ), the Emotions Questionnaire (EQ), and the Motivation Questionnaire (MQ). The findings were consistent with the authors’ hypotheses… 

Figures and Tables from this paper

EMOTIONAL SELF-EFFICACY IN UNIVERSITY STUDENTS

Several studies examined students’ motivation in school context; however little research has focused on the link between achievement motivation and emotional self-efficacy in university students at

Positive Emotions Predict Students’ Well-Being and Academic Motivation: The Broaden-and-Build Approach

Fredrickson’s (1998) broaden-and-build theory argues that positive emotions can facilitate the building up of important psychological resources. However, this theory has seldom been tested in an

Self-efficacy, academic motivation, self-regulated learning and academic achievement

This study aims to empirically prove that the relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. In addition, empirically proved the mediating

The Relationship Between Motivation and Online Self-Regulated Learning

  • M. Swafford
  • Education, Psychology
    Journal of Human Sciences and Extension
  • 2018
manage their own learning. The self-regulated learning practices of goal setting, environment structuring, task strategies, self-evaluation, time management, and help seeking are developed through

Student teachers’ emotional landscapes in self- and co-regulated learning

Abstract Self- and co-regulation are central elements in skillful student-teacher learning. Studies have confirmed the interrelation between positive academic emotions and student engagement in

Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model

Abstract Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems

The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during thePosttest were negatively associated with problem-solving performance after learning in a self-regulated way.

Roles of Self-Efficacy and Learning Motivation in Learning

This study explained the effects of self-efficacy and learning motivation on students’ learning and the influencing mechanism. Specifically, self-efficacy can affect students’ learning through their

Perceived Classroom Assessment Environment and Autonomous Motivation as Predictors of Students’ Achievement Emotions in Relation to Learning for Baccalaureate Exam

"Achievement emotions constitute an important individual variable in the complex process of self-regulated learning, through its effects not only on student's well-being, but also on academic

Mediating Effects of Metacognitive Learning Strategies in the Relationship between Learning-related Emotions and Academic Self-efficacy with Academic Performance in Medical Students

Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the
...

References

SHOWING 1-10 OF 101 REFERENCES

Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model

Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (the MASRL model) distinguishes

Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance.

The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using

Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects

The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were

Self-Regulation Behaviors in Underprepared (Developmental) and Regular Admission College Students

  • LeyYoung
  • Education, Psychology
    Contemporary educational psychology
  • 1998
Examining the differences between the self regulation reported by regular admission students and by underprepared students suggests that self regulation may be a distinguishing characteristic between some developmental and regular admissionStudents.

Achievement goals and discrete achievement emotions : A theoretical model and prospective test

A theoretical model linking achievement goals to discrete achievement emotions is proposed. The model posits relations between the goals of the trichotomous achievement goal framework and 8 commonly

Comparisons of Achievement, Effort, and Self-Perceptions Among Students With Learning Disabilities and Their Peers From Different Achievement Groups

Hierarchical multiple regression analysis showed that achievement, academic self-efficacy, negative mood, and hope predicted effort investment for students with LD, demonstrating the importance of hope in understanding the functioning of students withLD.

The relationship of work avoidance and learning goals to perceived competence, externality and meaning.

Emotions seem to be directly linked to goals and teachers who foster feelings of self-assuredness will be helping students develop learning goals.
...