Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students.

ABSTRACT: The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using

SUBMITTER: de la Fuente J 

PROVIDER: S-EPMC6760021 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature