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Enjoyment and pride were both positive predictors of grades; more importantly, both moderated the relationship between self-regulation and grades. For students who report higher levels of both positive emotions, self-regulation was positively associated with grades. However, for those who report lower levels of pride, self-regulation was not related to grades; and, for those who reported lower levels of enjoyment, self-regulation was negatively related to grades. The results are discussed in terms of how positive emotions indicate positive appraisals of task/outcome value, and thus enhance the positive links between cognitive/motivational variables and learning.

The authors' objective in this study was to determine whether the precepts of R. J. Sternberg's (1988, 1997) theory of mental self-government apply to a non-Western culture. They administered R. J. Sternberg and R. K. Wagner's (1992) Thinking Styles Inventory, which is based on the theory of mental self-government, to 429 Filipino university students. The results of item analysis, scale intercorrelations, and factor analysis were consistent with the general provisions of the theory. Correlational analysis between thinking styles and grade point average showed that thinking styles are related to acade micachievement. The results are explained with respect to the concepts and practices of Philippine culture and schools and discussed in relation to the developmental assumptions of the theory of mental self-government.

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Research has shown that a critical variable in determining academic achievement in different cultures and educational systems is approaches to learning. In this study, the author sought to determine whether this variable influences academic achievement among Filipino college students. The Learning Process Questionnaire (LPQ; J. B. Biggs, 1987) was used to assess approaches to learning. The results indicated that (a) the LPQ was a valid instrument to assess the learning approaches of non-low-achieving Filipino college students; (b) the Deep and Achieving subscale scores of the LPQ were positively related to academic achievement even when the effects of school ability and prior academic achievement were controlled; and (c) with some slight exceptions, the relationship between the LPQ scale scores and academic achievement were generally similar between male and female Filipino students. Implications for the study of student approaches to learning in different cultures and educational systems are discussed.