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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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1276248
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  Data: Regulating Emotions and Learning Motivation in Higher Education Students
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  Data: <searchLink fieldCode="AR" term="%22Alonso-Tapia%2C+Jesús%22">Alonso-Tapia, Jesús</searchLink><br /><searchLink fieldCode="AR" term="%22Abello%2C+Diana+M%2E%22">Abello, Diana M.</searchLink><br /><searchLink fieldCode="AR" term="%22Panadero%2C+Ernesto%22">Panadero, Ernesto</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Emotional+Education%22"><i>International Journal of Emotional Education</i></searchLink>. Nov 2020 12(2):73-89.
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  Label: Availability
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  Data: 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
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  Data: Y
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  Data: 17
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  Data: 2020
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Measures%22">Affective Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Colombia+%28Bogota%29%22">Colombia (Bogota)</searchLink><br /><searchLink fieldCode="DE" term="%22Spain+%28Madrid%29%22">Spain (Madrid)</searchLink>
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  Data: 2073-7629
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 2020
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  Data: EJ1276248
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 73
    Subjects:
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Affective Measures
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Colombia (Bogota)
        Type: general
      – SubjectFull: Spain (Madrid)
        Type: general
    Titles:
      – TitleFull: Regulating Emotions and Learning Motivation in Higher Education Students
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            NameFull: Alonso-Tapia, Jesús
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            NameFull: Abello, Diana M.
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            NameFull: Panadero, Ernesto
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              Type: published
              Y: 2020
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