The DOI matches its Crossref record; 74 of the 74 references it cites were found in a registry or an index.
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.
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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In the citing paper
“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 the citing paper
“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
Citations
Cites
Self-efficacy: The exercise of control
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A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
(1999) · Cited by 6,308
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
Pekrun, R. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9029-9 · Cited by 5,566 · cited 1×
“The control-value theory (Pekrun, 2006) implies that prospective outcome emotions are assumed to be a function of outcome expectancy, and retrospective outcome emotions are aroused when success or failure has occurred.”
Background(2000) · Elsevier eBooks · doi:10.1016/b978-0-12-109890-2.x5027-6 · Cited by 4,453
Self-Efficacy: An Essential Motive to Learn
Zimmerman, B. J. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1016 · Cited by 4,294
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
Zimmerman, B. J. (2008) · American Educational Research Journal · doi:10.3102/0002831207312909 · Cited by 3,735
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The Impact of Gamification on Achievement, Flow Experience, and Emotional State
Uygur, S. S., & Erdoğmuş, Y. K. (2026) · Kuramsal Eğitimbilim · doi:10.30831/akukeg.1861499
Metadata
- Authors
- Mega, C., Ronconi, L., & De Beni, R.
- Affiliations
- University of Padua (IT)
- ORCID
- Ronconi, Lucia
- Venue
- Journal of Educational Psychology
- Published
- 2014-02
- Volume
- 106
- Issue
- 1
- Pages
- 121-131
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- 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
- 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 › Developmental and Educational 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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