Regulating Emotions and Learning Motivation in Higher Education Students
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| Title: | Regulating Emotions and Learning Motivation in Higher Education Students |
|---|---|
| Language: | English |
| Authors: | Alonso-Tapia, Jesús, Abello, Diana M., Panadero, Ernesto |
| Source: | International Journal of Emotional Education. Nov 2020 12(2):73-89. |
| Availability: | Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Emotional Response, Learning Motivation, Self Management, College Students, Secondary School Students, Test Validity, Affective Measures, Academic Achievement, Performance Factors, Stress Management, Goal Orientation, Cognitive Style, Foreign Countries |
| Geographic Terms: | Colombia (Bogota), Spain (Madrid) |
| ISSN: | 2073-7629 |
| Abstract: | This study has a two-fold objective: First, to adapt and validate the Emotions and Motivation Self-Regulation Questionnaire (EMSR-Q) with university students in Colombia, and secondly, to verify whether the relationship model between emotional and motivational self-regulation and academic performance coincides with what was initially proposed by the questionnaire's authors. A total of 644 higher education students participated in the study. To test the questionnaire's structural validity and generalizability across cultures and educational levels, confirmatory factor and cross validation analyses were carried out. Besides, to test its predictive validity, a multiple linear regression analysis was carried out. Results showed that the data fit the model well, that the scales of the questionnaire have adequate reliability, and that negative self-regulation of stress and avoidance-oriented self-regulation related negatively and significantly to academic performance. The results support the emotion and motivation self-regulation model proposed by the authors. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1276248 |
| Database: | ERIC |
| Abstract: | This study has a two-fold objective: First, to adapt and validate the Emotions and Motivation Self-Regulation Questionnaire (EMSR-Q) with university students in Colombia, and secondly, to verify whether the relationship model between emotional and motivational self-regulation and academic performance coincides with what was initially proposed by the questionnaire's authors. A total of 644 higher education students participated in the study. To test the questionnaire's structural validity and generalizability across cultures and educational levels, confirmatory factor and cross validation analyses were carried out. Besides, to test its predictive validity, a multiple linear regression analysis was carried out. Results showed that the data fit the model well, that the scales of the questionnaire have adequate reliability, and that negative self-regulation of stress and avoidance-oriented self-regulation related negatively and significantly to academic performance. The results support the emotion and motivation self-regulation model proposed by the authors. |
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| ISSN: | 2073-7629 |
