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Download full textOpelt, Felicitas; Schwinger, Malte – AERA Open, 2020
Based on Boekaerts' dual-processing self-regulation model, our study seeks to examine to what extent narrow personality traits are associated with different aspects of self-regulated learning. We approach this research question by examining the relationships of the narrow personality traits mindfulness, contingent self-esteem (domain academic…
Descriptors: Correlation, Personality Traits, Self Management, Learning Strategies
Direct linkFeldt, Ronald; Lindley, Kyla; Louison, Rebecca; Roe, Allison; Timm, Megan; Utinkova, Nikola – Canadian Journal of School Psychology, 2015
The Emotional Regulation Related to Testing Scale (ERT Scale) assesses strategies students use to regulate emotion related to academic testing. It has four dimensions: Cognitive Appraising Processes (CAP), Emotion-Focusing Processes (EFP), Task-Focusing Processes (TFP), and Regaining Task-Focusing Processes (RTFP). The study examined the factor…
Descriptors: Self Control, Test Anxiety, Metacognition, Factor Structure
Villavicencio, Felicidad T.; Bernardo, Allan B. I. – British Journal of Educational Psychology, 2013
Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models,…
Descriptors: Academic Achievement, Correlation, Questionnaires, Emotional Response
Bakracevic Vukman, Karin; Licardo, Marta – Educational Studies, 2010
This contribution aims to examine how different areas of self-regulation are related to academic achievement in adolescents and young adults. The study involved participants, drawn from following age groups: 14-15, 17-18 and 22-23. In order to get information about cognitive, metacognitive, motivational and emotional aspects of self-regulation,…
Descriptors: Age Differences, Academic Achievement, Young Adults, Student Motivation
