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Objective: Academic emotions have been found to be important predictors of students' self-regulation. The goal of this study was to investigate the role of academic emotions on undergraduate students' self-regulation at a medical college in Malawi. Materials and Methods: 1 st year students (n = 205) from the college responded to two separate questionnaires assessing their emotions and motivated self-regulated learning (SRL) strategies employed in their classes of anatomy (n = 51), pharmacy (n = 44), medical laboratory science (n = 44), and physiotherapy (n = 66). Data were analyzed using IBM SPSS Statistics, version 20. Results: Students experienced hope (F [3, 201] = 3.05, P = 0.030) differently across the four programs. Female students reported high levels of anxiety (P < 0.05) and boredom (P < 0.05) than male students, while male students reported high levels of enjoyment (P < 0.001) and hope (P < 0.001) than their counterparts. Cognitive strategies were positively predicted by enjoyment (β = 0.42), hope (β = 0.34), anger (β = 0.18), and value (β = 0.61) while resource management was positively predicted by enjoyment (β = 0.56) and value (β = 0.46). Finally, task value was positively predicted by hope (β = 0.33) and enjoyment (β = 0.29), while expectancy was positively predicted by hope (β = 0.37). Conclusions: The study shows that class-related emotions and motivation have an influence on medical students' SRL. Therefore it is important to foster pleasant emotions, which trigger motivation for the betterment of students' self-regulation.

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This study investigated the effect of general creative personality and freedom of task choice on the social creativity of adolescents. The results indicated, first, that senior high school students scored higher than junior high school students. Second, girls scored higher than boys on originality, fluency, flexibility, appropriateness, and utility with regard to creative social problem‐solving. Third, freedom of task choice and its interaction with creative personality had significant effects on the originality, appropriateness, utility, flexibility, and fluency of social creativity. Adolescents who completed the task voluntarily scored higher on these dimensions than adolescents who completed it reluctantly and, among the voluntary adolescents, those with high and medium creative personality scored higher than those with low creative personality, whereas no such difference was found among the reluctant adolescents. Adolescents were more likely to show social creativity, and their general creative personality was more likely to be brought into effect under the freedom of task choice condition.