What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.

Mega, Carolina; Ronconi, Lucia; De Beni, Rossana

doi:10.1037/a0033546

Cited by 1,007Education, Achievement, and GiftednessInnovative Teaching and Learning MethodsEducational Outcomes and Influences

What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.

Mega, Carolina, Ronconi, Lucia, De Beni, Rossana·2014·Journal of Educational Psychology

DOI 10.1037/a0033546

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Abstract

The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM–B) composed of 3 self-report questionnaires: the Self-Regulated Learning Questionnaire (LQ), the Emotions Questionnaire (EQ), and the Motivation Questionnaire (MQ). The findings were consistent with the authors’ hypotheses and appeared to support all aspects of the proposed model. The structural equation model showed that students’ emotions influence their self-regulated learning and their motivation, and these, in turn, affect academic achievement. Thus, self-regulated learning and motivation mediate the effects of emotions on academic achievement. Moreover, positive emotions foster academic achievement only when they are mediated by self-regulated learning and motivation. The results are discussed with regard to the key role of emotions in academic settings and in terms of theoretical implications for researchers.

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Emotion and motivation mediate the relationship between self-regulated learning strategies and academic achievement.
“Mega and colleagues (2014) demonstrate empirically that emotion and motivation mediate the relationship between SRL strategies and academic achievement.”
From Co-Designing For Integrity: A Student Partnership Approach to Developing Ethical AI Literacy Resources in Higher Education (2026) · cites this paper as Mega et al., 2014
In almost every study investigating reciprocal motivation and achievement relations, the need for experimental designs in which either motivation or achievement is manipulated is raised as a suggestion for future research.
“In almost every study investigating reciprocal motivation and achievement relations, the need for experimental designs in which either motivation or achievement is manipulated is raised as a suggestion for future research (Marsh et al., 2016(Marsh et al., , 2018;;Mega et al., 2014;Pinxten et al., 2014).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Mega et al., 2014

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Authors: Mega, C., Ronconi, L., & De Beni, R.
Affiliations: University of Padua (IT)
ORCID: Ronconi, Lucia
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2014-02
Volume: 106
Issue: 1
Pages: 121-131
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/a0033546
OpenAlex: W2144200946
Cited by: 1,007
References: 74
Citations by year: 2026: 70 · 2025: 81 · 2024: 111 · 2023: 108 · 2022: 124 · 2021: 98 · 2020: 93 · 2019: 105 · 2018: 80 · 2017: 50 · 2016: 39 · 2015: 27 · 2014: 17 · 2013: 2
FWCI: 38.38
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Padua Research Archive (University of Padova) (submittedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Educational Outcomes and Influences
Keywords: emotions, student self-regulation, motivation, academic performance, positive emotions, undergraduate students, mediation model

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What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.

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