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What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement

Mega, Carolina ; Ronconi, Lucia ; De Beni, Rossana Graesser, Arthur C

Journal of educational psychology, 2014-02, Vol.106 (1), p.121-131 [Periódico revisado por pares]

Washington, DC: American Psychological Association

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Título:
What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement
Autor: Mega, Carolina ; Ronconi, Lucia ; De Beni, Rossana
Graesser, Arthur C
Assuntos: Academic Achievement ; Achievement Need ; Active Learning ; Biological and medical sciences ; College students ; Educational psychology ; Emotional Response ; Emotions ; Female ; Foreign Countries ; Fundamental and applied biological sciences. Psychology ; Human ; Hypothesis Testing ; Individualized Instruction ; Italy ; Learning ; Male ; Measurement Techniques ; Motivation ; Predictor Variables ; Program Validation ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Questionnaires ; Schematic Studies ; Self control ; Self Disclosure (Individuals) ; Self Regulated Learning Inventory ; Self-Regulated Learning ; Structural Equation Modeling ; Structural Equation Models ; Students ; Undergraduate Students
É parte de: Journal of educational psychology, 2014-02, Vol.106 (1), p.121-131
Descrição: 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 and appeared to support all aspects of the proposed model. The structural equation model showed that students' emotions influence their self-regulated learning and their motivation, and these, in turn, affect academic achievement. Thus, self-regulated learning and motivation mediate the effects of emotions on academic achievement. Moreover, positive emotions foster academic achievement only when they are mediated by self-regulated learning and motivation. The results are discussed with regard to the key role of emotions in academic settings and in terms of theoretical implications for researchers.
Editor: Washington, DC: American Psychological Association
Idioma: Inglês

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What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement

Mega, Carolina ; Ronconi, Lucia ; De Beni, Rossana Graesser, Arthur C

Washington, DC: American Psychological Association

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