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 self-regulated learning (Pekrun et al., 2002; Saariaho, Pyhältö, Toom, Pietarinen, & Soini, 2016). There are also indicators of student teachers experiencing co-regulative learning activities as highly significant (Saariaho et al., 2016). Yet we know surprisingly little about the emotional landscape of the self-and co-regulation of learning among student teachers. Hence, in this study we explore the kinds of academic emotions that primary school student teachers experience during self-and co-regulated learning. Altogether 19 Finnish primary school student teachers were interviewed. The data were qualitatively content analysed. The results showed that both self-and co-regulated learning experiences were emotionally activating. Student teachers reported primarily positive emotions (80%) in self-and co-regulated learning. The results also showed that positive activating emotions, such as enthusiasm, were emphasized in all regulatory phases: goal setting and task-analysis, strategy use and monitoring, and reflection. Our findings on the high frequency of various positive emotions embedded in selfand co-regulated learning confirmed that positive activating emotions are essential elements in student teachers self-and co-regulated learning. The findings imply that self-and co-regulated learning can trigger a positive cycle in student teacher learning in terms of both emotions and productive learning.
The study explored university undergraduates' dilatory behaviour, more precisely, procrastination and strategic delaying. Using qualitative interview data, we applied a theory-driven and person-oriented approach to test the theoretical model of Klingsieck (2013). The sample consisted of 28 Bachelor students whose study pace had been slow during their first university year. Three student profiles emerged. The first concerned strategic delay and was represented by motivated students with strong self-efficacy beliefs who had intentionally postponed their studying. The second consisted of students whose delaying was unnecessary in nature; these students had minor self-regulation problems but were still motivated to study. The third profile consisted of procrastinating students who lacked self-regulation skills and had weaker self-efficacy beliefs. The results indicate that dilatory behaviour can vary from strategic delay to dysfunctional procrastination, and that different factors are related to these various types of dilatory behaviour. This study adds to our theoretical understanding of academic procrastination by empirically testing a new theoretical model of procrastination. In addition, the study shows the value of using a qualitative approach in understanding the phenomenon of dilatory behaviour.
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