The exploration of a ‘model’ for understanding the contribution of emotion regulation to students learning. The role of academic emotions and sense of coherence

Abstract

The present study is exploring a pathway connecting emotion regulation with academic progress. Specifically, the pattern through which emotion regulation is implicated in learning and academic progress through academic emotions and sense of coherence. This cross-sectional study involves of 406 undergraduate social science students recruited from a university in western Greece. Participants anonymously and voluntarily completed a number of self-report measures. The Emotion Regulation Questionnaire, the Sense of Coherence Scale, the Student Experience of Emotions Inventory and the Approaches to Learning and Studying Inventory, were used to measure emotion regulation, sense of coherence, academic emotional experiences and approaches to learning, respectively. Α four-stage model was tested with structural equation modelling techniques. In particular, the model examined associations between emotion regulation, sense of coherence, academic emotions, approaches to learning and academic progress. The analysis revealed pathways through which these associations appear to be maintained and driven by emotion regulation. Emotion regulation is associated with students’ academic emotions that in turn are linked with approaches to learning and academic progress. Both positive and negative emotions appear to play a role in enabling an adaptive approach to learning. Moreover, sense of coherence may serve as an important meta-cognitive factor enabling students to approach the learning process more effectively. The findings are discussed in the light of the recent literature.

A Case Study on Learning Visual Programming With TutoApp for Composition of Tutorials: An Approach for Learning by Teaching

“…The influence of emotions on the achievement of educational outcomes, at all academic levels, has been a prominent field of research in recent years [40] and [41]. These kinds of emotions are known as achievement emotions [42].…”

“…Finally, in the context of education, it is worth noting the growing interest in exploring the potential of visual programming in various contexts [39] and [41], as well as the design of tools to support this type of programming and the study of the impact of the use of tutorials on improving learning capacity through these tools [30]. Therefore, in Section C, the implications of creating tutorials for learning programming are discussed.…”

The role of affect regulation and mentalizing in mediating the attachment-epistemic trust relationship. Differences between junior and senior students…Who is at risk?

“…Additionally, the recent focus on the interplay between learning and psychological strengths, like Emotion Regulation (ER) and Sense of Coherence [57], aligns with the conceptualization of the mentalizing system. In this system, trust in others as sources of social information fosters resilience through a salutogenic process, allowing individuals to gain from the stream of relevant information in the social environment [20].…”