ERIC Number: EJ1074595
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 59
Emotions and Emotion Regulation in Undergraduate Studying: Examining Students' Reports from a Self-Regulated Learning Perspective
Webster, Elizabeth A.; Hadwin, Allyson F.
Educational Psychology, v35 n7 p794-818 2015
This study examined undergraduate students' reports of emotions and emotion regulation during studying from a self-regulated learning (SRL) perspective. Participants were 111 university students enrolled in a first-year course designed to teach skills in SRL. Students reflected on their emotional experiences during goal-directed studying episodes at three times over the semester. Measures included self-evaluations of goal attainment, emotion intensity ratings and open-ended descriptions of emotion regulation strategies. Findings generally revealed that positive emotions were positive predictors and negative emotions were negative predictors of self-evaluations of goal attainment, although positive emotions were associated with larger changes in self-evaluations. Boredom was analysed separately and was found to be a positive predictor at the between-person level but not a predictor at the within-person level. Finally, students reported (a) enacting a variety of strategies to regulate their emotions and (b) using a different strategy more often than the same strategy from one study session to the next.
Descriptors: Psychological Patterns, Self Control, Undergraduate Students, Independent Study, Emotional Experience, Goal Orientation, Self Evaluation (Individuals), Foreign Countries, Statistical Analysis
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada