The present study sought to investigate the implications of emotion regulation strategies for academic achievement in adolescence. First, the relationship between various facets of emotion regulation strategies and self-efficacy beliefs was investigated. Second, emotion regulation strategies were scrutinized in relation to academic achievement.…

This study aimed to understand how mindfulness meditation affects young people by examining its impact on self-regulation, happiness, emotional awareness, and school performance among two groups of school children. A 10-week mindfulness program was conducted by a meditation expert for 552 children aged 4-8 (Group 1) and 287 children aged 9-11…

This study explores the relationship between technology-based collaborative learning and learners' social regulation, academic emotions, and academic presentation. The researchers invited 695 English as a Foreign Language (EFL) students of different ages and learning backgrounds to participate in the research by questionnaire. The validated…

In this study, the relationship between academic boredom and lifelong learning tendency among pre-service teachers was examined. The study also examined whether academic boredom level and lifelong learning tendency differ in terms of perceived academic success and the willingness to engage in lessons. The research group consisted of 448…

Academic procrastination refers to individuals' unnecessary postponement of their coursework and is harmful for academic performance. When situated in self-placed and remote learning environments, students' tendency to procrastinate increases. Therefore, understanding why students procrastinate and identifying who is more likely to delay…

Student engagement is a multidimensional construct, indicates actual learning experiences and is affected by emotions. Negative and positive achievement emotions play an important role in engagement. In the light of Control-Value Theory and the Extended Process Model of Emotion Regulation, a model was developed and tested to investigate the…

Emotion regulation (ER) represents an important factor in youth's academic wellbeing even in contexts that are not characterized by outstanding levels of academic stress. Effective ER not only enhances learning and, consequentially, improves youths' academic achievement, but can also serve as a protective factor against academic burnout. The…

This study investigated the efficacy of an evidence-based intervention aimed at enhancing middle school students' understanding of achievement emotions and their regulation. We used the control-value theory of achievement emotions and ability conception from emotional intelligence as a theoretical framework. Participants were 62 students followed…

This study delves into the determinants of emotional control among 6606 Singaporean students, aged 15 years old, participating in the Programme for International Student Assessment (PISA) 2022. It aims to explore the various factors contributing to emotional control, utilizing multiple regression analysis on data from PISA's comprehensive 2022…

Student motivation varies quickly, particularly under the pressing context. However, extant literature tends to focus on the individual, rather than contextual, differences in motivational patterns. We examined Korean adolescents' time-varying pursuits of achievement goals and learning outcomes using the experience sampling method, which collects…

In this study, we examined the mediating role of academic self-efficacy and motivational learning strategies in the relationship between personality and elementary school students' achievement. The data were collected using a questionnaire that was administered to 511 Croatian eighth-grade students (14-15 years old) and analysed using Hayes's…

This three-wave longitudinal study aimed to investigate whether the relationship between self-control and academic achievement, through mastery goals, was conditional on the nature of the teacher-student relationships. A total of 852 junior school students in China completed questionnaires about self-control, mastery goals, and teacher-student…

The study focuses on the effects of four different affective variables, namely; well-being, perceived self-regulation, trust in the teacher, and alienation from school, on the academic achievement of middle school 6th grade students in the Science course. The participants of the study were composed of randomly selected 332 (156 girls, 176 boys)…

Pre-kindergarten (pre-k) is thought to have both direct and indirect effects on children's outcomes in early elementary school. Direct pre-k effects consistently include moderate to large gains in academic skills and sometimes include increases in problem behaviors that affect acquisition of skills in school. Indirect pre-k effects assume that…

Anger and aggressive behaviour are part of everyday school-life and have been reported to be negatively associated with student well-being and academic performance. School-based interventions, developed to target anger and aggressive behaviour, are scarce. One such Danish intervention, the so-called Mini-Diamond, has been developed and implemented…