Mega et al.
ABSTRACT
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 Effects of Emotions on Academic Achievement
Current research on emotions has described emotions as a multiple-component
process that comprises specific affective, cognitive, psychological and behavioral
elements. In Pekrun’s control-value theory, achievement emotions are defined as
emotions directly tied to achievement activities or achievement outcomes. Two types
of achievement emotions can thus be distinguished
o Activity emotions pertaining to ongoing achievement-related activities
o Outcome emotions pertaining to the outcomes of these activities.
Students’ enjoyment, hope, and pride relate positively to their academic achievement,
whereas hopelessness relates negatively to achievement. Both boredom and anxiety
also lead to a negative prediction of generalized achievement as measured by grade
point average.
Self-Regulated Learning as Predictor of Academic Achievement
A self-regulated student is characterized as a student who is aware not only of task
requirements but also of his own needs with regard to optimal learning experiences.
To summarize, most theories, models, and frameworks of selfregulated learning
assume that it is an active, constructive process.
In this article, selfregulated learning was conceptually and operationally defined by a
broad set of indicators, such as…
o Organization refers to academic time management and involves allocating
time for different activities, for example designating particular times throughout
the week for the preparation of a particular exam.
o Elaboration includes behaviors such as summarizing study materials, creating
analogies, and generative note taking.
o Self-evaluation involves a high level of self-awareness and the ability to
monitor one’s own learning and performance.
o Strategies for studying for an exam involve behaviors such as monitoring
comprehension of a lecture and self-testing through the use of questions
about the text material to check understanding.
o Metacognition includes monitoring one’s own thinking, evaluating
appropriateness of procedures used, and identifying potential errors.
Motivation as Predictor of Academic Achievement
In this article, we focus on some motivational constructs that appear to be mainly
associated with self-regulated learning and play an essential role in understanding
student commitment and achievement. In particular, we consider three aspects that
are theoretically linked: implicit theories of intelligence, self-efficacy, and achievement
goals.
o
o Academic self-efficacy refers to students’ convictions that they can
successfully perform given academic tasks at designated levels. Beliefs and
perceptions of selfefficacy are deeply rooted in past achievements, difficulties,
and personal history.
Self-efficacy is closely linked to self-regulated learning.
ABSTRACT
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 Effects of Emotions on Academic Achievement
Current research on emotions has described emotions as a multiple-component
process that comprises specific affective, cognitive, psychological and behavioral
elements. In Pekrun’s control-value theory, achievement emotions are defined as
emotions directly tied to achievement activities or achievement outcomes. Two types
of achievement emotions can thus be distinguished
o Activity emotions pertaining to ongoing achievement-related activities
o Outcome emotions pertaining to the outcomes of these activities.
Students’ enjoyment, hope, and pride relate positively to their academic achievement,
whereas hopelessness relates negatively to achievement. Both boredom and anxiety
also lead to a negative prediction of generalized achievement as measured by grade
point average.
Self-Regulated Learning as Predictor of Academic Achievement
A self-regulated student is characterized as a student who is aware not only of task
requirements but also of his own needs with regard to optimal learning experiences.
To summarize, most theories, models, and frameworks of selfregulated learning
assume that it is an active, constructive process.
In this article, selfregulated learning was conceptually and operationally defined by a
broad set of indicators, such as…
o Organization refers to academic time management and involves allocating
time for different activities, for example designating particular times throughout
the week for the preparation of a particular exam.
o Elaboration includes behaviors such as summarizing study materials, creating
analogies, and generative note taking.
o Self-evaluation involves a high level of self-awareness and the ability to
monitor one’s own learning and performance.
o Strategies for studying for an exam involve behaviors such as monitoring
comprehension of a lecture and self-testing through the use of questions
about the text material to check understanding.
o Metacognition includes monitoring one’s own thinking, evaluating
appropriateness of procedures used, and identifying potential errors.
Motivation as Predictor of Academic Achievement
In this article, we focus on some motivational constructs that appear to be mainly
associated with self-regulated learning and play an essential role in understanding
student commitment and achievement. In particular, we consider three aspects that
are theoretically linked: implicit theories of intelligence, self-efficacy, and achievement
goals.
o
o Academic self-efficacy refers to students’ convictions that they can
successfully perform given academic tasks at designated levels. Beliefs and
perceptions of selfefficacy are deeply rooted in past achievements, difficulties,
and personal history.
Self-efficacy is closely linked to self-regulated learning.
