What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.

Abstract

The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM–B) composed of 3 self-report questionnaires: the Self-Regulated Learning Questionnaire (LQ), the Emotions Questionnaire (EQ), and the Motivation Questionnaire (MQ). The findings were consistent with the authors’ hypotheses and appeared to support all aspects of the proposed model. 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 results are discussed with regard to the key role of emotions in academic settings and in terms of theoretical implications for researchers.

Contraste de Estudiantes Universitarios Presenciales y en Línea en un Curso Autogestivo: el Papel de la Autoeficacia y la Motivación

“…Así mismo, la motivación se ha mostrado como un predictor robusto de la autoeficacia y el desempeño en diferentes contextos y poblaciones (Mega, Ronconi, & De Beni, 2014). En este sentido la autoeficacia se relaciona con la autorregulación, en los estudiantes universitarios.…”

Developing a measure for student perspectives on institutional effectiveness in higher education

“…As an educational outcome, student's academic achievement (AA) or performance can be indicated by objective measures such as term marks and proportion of courses passed per semester (Gibbs, 2010;Mega, Ronconi, & De Beni, 2014) or subjectively, in terms of student perceptions of the gains in knowledge, skills and attitudes attributable to the engagement with an institution or learning programme (Astin, 1984;Guay, Ratelle, Roy, & Litalien, 2010). Key institutional factors attributable to AA have been found to include the classroom emotional climate and student engagement (Kuh, Jankowski, Ikenberry, & Kinzie, 2014;Reyes, Brackett, Rivers, White, & Savoley, 2012), extrinsic motivation (Guay et al, 2010) and institutional processes and presage variables such as staff:student ratios and the quality of teaching staff (Gibbs, 2010).…”

Relationships between students’ mental health and their perspectives of life at school

“…However, research on the self-regulation of learning has made clear that students must adopt significant roles in directing the motivational, cognitive and metacognitive dimensions of their school lives (Mega et al, 2013;Winne, 2010;Zimmerman, 2002). A parallel requirement extends to students self-regulation of their social and emotional lives (Lawson and AskellWilliams, 2011).…”