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

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.

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

DOI 10.1037/a0033546

Open this paper in CoChat — free account

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.

Integrity signals

Registry

Crossref · 10.1037/a0033546

Cites

74 of 74 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
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
Untitled work
(1999) · Cited by 6,308
Attaining Self-Regulation
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice
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
Handbook of Self-Regulation
(2000) · Elsevier eBooks · doi:10.1016/b978-0-12-109890-2.x5027-6 · Cited by 4,451
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
Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
Zimmerman, B. J. (2008) · American Educational Research Journal · doi:10.3102/0002831207312909 · Cited by 3,735

Flagged first, then by citations

Show all 74 references

Sorted by citations

Items 301–400 of 1,001

Utilizing clickstream data to reveal the time management of self-regulated learning in a higher education online learning environment
Cao, T., Zhang, Z., Chen, W., & Shu, J. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2042031 · Cited by 19
Predictors of University Attrition: Looking for an Equitable and Sustainable Higher Education
Vidal, J., Corbí, R. G., Pozo-Rico, T., Costa, J. L. C., & Sánchez, T. (2022) · Sustainability · doi:10.3390/su141710994 · Cited by 17
Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies
Kampylafka, C., Polychroni, F., & Antoniou, A.-S. G. (2023) · Behavioral Sciences · doi:10.3390/bs13020078 · Cited by 29
Examining the role of sense of belonging and formative assessment in reducing the negative impact of learning anxiety in mathematics
Wang, Y. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-023-00701-9 · Cited by 30
Achievement emotions in online language learning: domain-specific components and interactions with self-regulation strategies and language performance
Teng, L. S., & Pan, J. (2024) · Applied Linguistics · doi:10.1093/applin/amae080 · Cited by 17
Construction of affective education in mobile learning: The study based on learner’s interest and emotion recognition
Chen, H., Dai, Y., Feng, Y., Jiang, B., Xiao, J., & You, B. (2017) · Computer Science and Information Systems · doi:10.2298/csis170110023c · Cited by 17
Measuring the impact of teaching approaches on achievement‐related emotions: The use of the Achievement Emotions Questionnaire
Starkey‐Perret, R., Deledalle, A., Jeoffrion, C., & Rowe, C. (2017) · British Journal of Educational Psychology · doi:10.1111/bjep.12193 · Cited by 20
Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico
Gutiérrez, M., Tomás, J. M., Barrica, J. M., & ROMERO, I. (2017) · Enseñanza & Teaching Revista Interuniversitaria de Didáctica · doi:10.14201/et20173512137 · Cited by 26
Probabilistic Ideas and Methods in Undergraduate Mathematics: Axiological Aspects
Kuznetsova, E. (2019) · International Electronic Journal of Mathematics Education · doi:10.29333/iejme/5720 · Cited by 17
Determinants of self-regulated learning practices in elementary education: a multilevel approach
Thomas, V. M., Peeters, J., Backer, F. D., & Lombaerts, K. (2020) · Educational Studies · doi:10.1080/03055698.2020.1745624 · Cited by 21
The Relationship Between Motivation and Online Self-Regulated Learning
Swafford, M. (2018) · Journal of Human Sciences and Extension · doi:10.54718/awij9321 · Cited by 17
Impact of Internet Self-Efficacy and Self-Regulated Learning on Satisfaction and Academic Achievement in Online Learning: A Case Study in Vietnam
Dinh, T. C., & Nguyen, P. B. N. (2022) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v17i16.33819 · Cited by 31
Nexus of Emotional Intelligence and Learning Outcomes: A Cross-Country Study of China and Pakistan Higher Educational Institutes
Shafait, Z., & Huang, J. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph192316215 · Cited by 22
Emotionality and STEAM Integrations in Teacher Education
Steele, A., & Ashworth, E. L. (2018) · Journal of Teaching and Learning · doi:10.22329/jtl.v11i2.5058 · Cited by 17
Emotional Intelligence as Indicator for Effective Academic Achievement within the School Setting: A Comprehensive Conceptual AnalysisPreprint
Gkintoni, E., Halkiopoulos, C., Dimakos, I. C., & Νικολάου, Γ. (2023) · Preprints.org · doi:10.20944/preprints202310.2029.v2 · Cited by 30
How trait and state positive Emotions, negative Emotions, and self-regulation relate to adolescents' perceived daily learning progress
Zhu, G., Zheng, J., Ratner, K., Li, Q., Estevez, M., & Burrow, A. L. (2024) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2024.102275 · Cited by 21
Design Approach of Hologram Tutor: A Conceptual Framework
Ramlie, M. K., Ali, A. Z. M., & Rokeman, M. I. (2020) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2020.10.1.1336 · Cited by 16
No Children Should Be Left Behind During COVID-19 Pandemic: Description, Potential Reach, and Participants' Perspectives of a Project Through Radio and Letters to Promote Self-Regulatory Competences in Elementary School
da Cunha, J. S., Silva, C., Guimarães, A., Sousa, P., Vieira, C., Lopes, D., & Rosário, P. J. S. L. F. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.647708 · Cited by 16
Structural relations among achievement goals, perceptions of classroom goals, and grit
Han, C. (2022) · Current Psychology · doi:10.1007/s12144-022-02891-9 · Cited by 20
Profiling Students’ Self-Regulation With Learning Analytics: A Proof of Concept
Liz-Domínguez, M., Nistal, M. L., Rodríguez, M. C., & Mikic-Fonte, F. A. (2022) · IEEE Access · doi:10.1109/access.2022.3187732 · Cited by 19
Developing self-regulated learning as a pedagogy in higher education: An institutional survey and case study in Hong Kong
Kong, S. C., & Lin, T. J. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e22115 · Cited by 32
Supporting students’ knowledge construction and self-regulation through the use of elaborative processing strategies
Sperling, R. A., Ramsay, C. M., Reeves, P. M., Follmer, D. J., & Richmond, A. S. (2016) · Middle School Journal · doi:10.1080/00940771.2015.1135099 · Cited by 16
Determinants of Student Success in Anatomy and Physiology: Do Prerequisite Courses Matter?
Hull, K., Wilson, S. H., Hopp, R., Schaefer, A. F., & Jackson, J. (2016) · HAPS Educator · doi:10.21692/haps.2016.005 · Cited by 18
A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool
Jacob, L., Dörrenbächer, S., & Perels, F. (2019) · lnternational Electronic Journal of Elementary Education · doi:10.26822/iejee.2019257655 · Cited by 21
Becoming a university student: An emotional rollercoaster
Perander, K., Londén, M., Holm, G., & Tiihonen, S. (2020) · Högre utbildning · doi:10.23865/hu.v10.1462 · Cited by 17
Análisis de estrategias de autorregulación en estudiantes de pedagogía de una universidad chilena
Zambrano, C., Mújica, A. D., Pérez, M. V. H., & Rojas-Díaz, D. (2020) · Formación universitaria · doi:10.4067/s0718-50062020000500223 · Cited by 20
The Achievement Emotions of English Language Learners in Mexico
Reilly, P., & Sánchez-Rosas, J. (2019) · Electronic Journal of Foreign Language Teaching · doi:10.56040/rjsp1613 · Cited by 18
How achievement goals affect students' well-being and the relationship model between achievement goals, academic self-efficacy and affect at school
Ariani, D. W. (2021) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-08-2020-0273 · Cited by 19
Initiating and maintaining student-instructor rapport in face-to-face classes
Flanigan, A. E., Ray, E., Titsworth, S., Hosek, A. M., & Kim, J. H. Y. (2021) · Teaching in Higher Education · doi:10.1080/13562517.2021.1918662 · Cited by 16
The Mediating Effect of Self-Regulated Learning on the Relationships Among Emotional Intelligence, Collaboration, and Clinical Performance in Korean Nursing Students
Kim, S. H. (2022) · Journal of Nursing Research · doi:10.1097/jnr.0000000000000494 · Cited by 16
Investigating the Role of Task Value, Surface/Deep Learning Strategies, and Higher Order Thinking in Predicting Self-regulation and Language Achievement
Ghasemi, A. A., & Dowlatabadi, H. R. (2018) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2018.15.3.664 · Cited by 16
Prescribing roles in the employability of Malaysian graduates
Yoong, D., Don, Z. M., & Foroutan, M. (2016) · Journal of Education and Work · doi:10.1080/13639080.2016.1191626 · Cited by 16
Self-efficacy and Attitudes Towards Mathematics of Undergraduates: A U.S. and Taiwan Comparison
Han, S., Liou-Mark, J., Yu, K., & Zeng, S. (2015) · Cited by 16
Motivational beliefs as mediators in the association between perceived scholastic competence, self-esteem and learning strategies among Greek secondary school students
Kokkinos, C. M., & Voulgaridou, I. (2018) · Educational Psychology · doi:10.1080/01443410.2018.1456651 · Cited by 15
An Exploratory Model of Psychosocial Factors and Healthy Habits in University Students of Physical Education Depending on Gender
Cuberos, R. C., Ortega, F. Z., Moreno, E. M. O., Ruz, R. P., & Sánchez, M. C. (2018) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph15112430 · Cited by 16
Highly Engaged Video-Watching Pattern in Asynchronous Online Pharmacology Course in Pre-clinical 4th-Year Medical Students Was Associated With a Good Self-Expectation, Understanding, and Performance
Wang, J., Yang, C.-H., Liao, W., Yang, K., Chang, I.-W., Sheu, B., & Ni, Y. (2022) · Frontiers in Medicine · doi:10.3389/fmed.2021.799412 · Cited by 15
How does Students’ Affect in Virtual Learning Relate to Their Outcomes? A Systematic Review Challenging the Positive-Negative Dichotomy
Karumbaiah, S., Baker, R., Tao, Y., & Liu, Z.-Y. (2022) · International Conference on Learning Analytics and Knowledge · doi:10.1145/3506860.3506863 · Cited by 21
Digital Distraction Across Courses: Self-Regulation of Digital Device Use in Favorite Versus Least Favorite Courses
Flanigan, A. E. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1431570 · Cited by 15
Subjective well‐being and school outcomes among children of immigrants and natives in Italy
Ambrosetti, E., Bettin, G., Çela, E., & Paparusso, A. (2022) · Population Space and Place · doi:10.1002/psp.2639 · Cited by 19
The Effect of Automated Error Message Feedback on Undergraduate Physics Students Learning Python: Reducing Anxiety and Building Confidence
Charles, T., & Gwilliam, C. B. (2023) · Journal for STEM Education Research · doi:10.1007/s41979-022-00084-4 · Cited by 15
Relationships between students’ emotions, self-regulated learning, and literacy gains in beginning/basic level ESL literacy classes for adults
Abbott, M. L., & Lee, K. (2023) · System · doi:10.1016/j.system.2023.103061 · Cited by 22
A Comparison of the Effects of 45‐minute Aerobic Training and Cognitive Task Solving on Transient Mood States in a Female Student Sample
Stolarska, B., Stolarski, M., & Matthews, G. (2019) · Applied Psychology Health and Well-Being · doi:10.1111/aphw.12165 · Cited by 17
Academic Stressors as Predictors of Achievement Goal Orientations of American and ESL International Students
Lin, X. Y., Su, S., & McElwain, A. D. (2019) · Journal of International Students · doi:10.32674/jis.v9i4.752 · Cited by 17
Inter-Relations among Motivation, Self-Perceived Use of Strategies and Academic Achievement in Science: A Study with Spanish Secondary School Students
Torres, E. O., Portolés, J. J. S., & López, V. S. (2020) · Sustainability · doi:10.3390/su12176752 · Cited by 15
Flourishing Students: The Efficacy of an Extensive Positive Education Program on Adolescents’ Positive and Negative Affect
Laakso, M., Fagerlund, Å., Pesonen, A., Lahti‐Nuuttila, P., Figueiredo, R. A. D. O., Karlsson, C., & Eriksson, J. G. (2020) · International Journal of Applied Positive Psychology · doi:10.1007/s41042-020-00048-2 · Cited by 25
Capturing Student Feedback and Emotions in Large Computing Courses: A Sentiment Analysis Approach
Neumann, M., & Linzmayer, R. (2021) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3408877.3432403 · Cited by 17
Learning Strategies for Mobile-Assisted Seamless Learning: A Students’ Initial Perceptions
Baharun, H., Muali, C., Bali, M. M. E. I., Rozi, F., Rodiah, L. N., Munawaroh, Z., & Aminah, S. (2021) · Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research · doi:10.2991/assehr.k.210312.089 · Cited by 26
Purposeful Movement: The Integration of Physical Activity into a Mathematics Unit.
Snyder, K., Dinkel, D. M., Schaffer, C. L., Hiveley, S., & Colpitts, A. (2017) · DigitalCommons@UNO · doi:10.21890/ijres.24378 · Cited by 15
Working memory moderates the effect of the integrative process of implicit and explicit autonomous motivation on academic achievement
Gareau, A., & Gaudreau, P. (2017) · British Journal of Psychology · doi:10.1111/bjop.12239 · Cited by 17
Análisis de las relaciones emociones-aprendizaje de maestros en formación inicial con una práctica activa de Biología
Merino, J. M. (2018) · Revista eureka sobre enseñanza y divulgación de las ciencias · doi:10.25267/rev_eureka_ensen_divulg_cienc.2019.v16.i1.1603 · Cited by 15
Linking Making and Creating: The Role of Emotional and Cognitive Engagement in Maker Education
Shi, Y., Cheng, Q., Wei, Y., & Liang, Y. (2023) · Sustainability · doi:10.3390/su151411018 · Cited by 15
Mathematics Motivation and Gender Stereotypes of Junior and Senior High School Girls
Morinaga, Y., Sakata, K., Furukawa, Y., & Fukudome, K. (2017) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep.65.375 · Cited by 16
Investigating the Role of Task Value, Surface/Deep Learning Strategies, and Higher Order Thinking in Predicting Self-regulation and Language Achievement
Ghasemi, A. A., & Hamid, R. D. (2018) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2018.15.3.7.664 · Cited by 34
Waves: Scaffolding Self-regulated Learning to Teach Science in a Whole-Body Educational Game
Johnson, E. K. (2018) · Journal of Science Education and Technology · doi:10.1007/s10956-018-9753-1 · Cited by 17
Kepribadian dan Self-Regulated Learning
Rosito, A. C. (2018) · Jurnal Psikologi · doi:10.22146/jpsi.28530 · Cited by 19
Predicción del rendimiento académico a través de la práctica de relajación-meditación-mindfulness y el desarrollo de competencias emocionales
Careaga, A. A., López-González, L., Oriol, X., & Escoda, N. P. (2021) · Universitas Psychologica · doi:10.11144/javeriana.upsy19.prat · Cited by 14
The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis
Casali, N., Ghisi, M., & Meneghetti, C. (2022) · Education Sciences · doi:10.3390/educsci12020101 · Cited by 19
The importance of self-efficacy and negative affect for neurofeedback success for central neuropathic pain after a spinal cord injury
Anil, K., Demain, S. H., Burridge, J. H., Simpson, D., Taylor, J., Cotter, I., & Vučković, A. (2022) · Scientific Reports · doi:10.1038/s41598-022-15213-7 · Cited by 14
A multicenter feasibility study on implementing a brief mindful breathing exercise into regular university courses
Konrad, A. C., Engert, V., Albrecht, R., Dobel, C., Döring, N. M., Haueisen, J., Klimecki, O., Sandbothe, M., & Kanske, P. (2023) · Scientific Reports · doi:10.1038/s41598-023-34737-0 · Cited by 17
Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers
Jun-ming, T. (2017) · Journal of literature and art studies · doi:10.17265/2159-5836/2017.06.014 · Cited by 14
A Process Mining Approach to Understand Self Regulated- Learning In Moodle Environment
Universiti Kuala Lumpur (UniKL), K. L., & Bakar, M. H. B. A. (2019) · International Journal of Advanced Trends in Computer Science and Engineering · doi:10.30534/ijatcse/2019/1581.32019 · Cited by 14
Indicators to prevent university drop-out and delayed graduation: an Italian case
Bussu, A., Detotto, C., & Serra, L. (2019) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-10-2018-0201 · Cited by 14
First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment
Earl, S. R., Bishop, D. C., Miller, K. A., Davison, E., & Pickerell, L. (2024) · British Journal of Educational Psychology · doi:10.1111/bjep.12650 · Cited by 17
Goal Achievement and Academic Dropout Among Italian University Students: The Mediating Role of Academic Burnout
Nicita, A., Fumia, A., Caparello, C., Meduri, C. F., Filippello, P., & Sorrenti, L. (2025) · European Journal of Investigation in Health Psychology and Education · doi:10.3390/ejihpe15010003 · Cited by 18
Children’s and Adolescents’ Happiness Conceptualizations at School and their Link with Autonomy, Competence, and Relatedness
López‐Pérez, B., & Zuffianò, A. (2020) · Journal of Happiness Studies · doi:10.1007/s10902-020-00267-z · Cited by 19
Examining the relation among cost, academic emotion, and achievement in mathematics
Omer, S. M. S., Akungu, O. A., & Chen, S. (2022) · Current Psychology · doi:10.1007/s12144-022-02839-z · Cited by 24
Improving a Mobile Learning Companion for Self-regulated Learning using Sensors
Yun, H., Fortenbacher, A., & Niels Pinkwart, C. (2017) · International Conference on Computer Supported Education · doi:10.5220/0006375405310536 · Cited by 14
Theory of Mind, Emotion Knowledge, and School Engagement in Emerging Adolescents
Bosacki, S., Moreira, F. P., Sitnik, V., Andrews, K., & Talwar, V. (2019) · lnternational Electronic Journal of Elementary Education · doi:10.26822/iejee.2019553349 · Cited by 13
Facilitating student autonomy in large-scale lectures with audience response systems
Grund, C. K., & Tulis, M. (2019) · Educational Technology Research and Development · doi:10.1007/s11423-019-09713-z · Cited by 13
Relações entre Forças de Caráter e Autorregulação Emocional em Universitários Brasileiros
Noronha, A. P. P., & Batista, H. H. V. (2020) · Revista Colombiana de Psicología · doi:10.15446/.v29n1.72960 · Cited by 13
An approach to epistemic emotions in physics’ teaching-learning. The case of pre-service teachers
del Barco, M. A. H., Cañada, F. C., Moreno, A. M. C., & Airado‐Rodríguez, D. (2022) · Heliyon · doi:10.1016/j.heliyon.2022.e11444 · Cited by 13
Parental warmth may not always be beneficial: High parental warmth impairs victimized adolescents’ academic achievement via elevated school burnout
Li, C.-N., Tan, X., Zhao, Q., & Ren, P. (2022) · Journal of Social and Personal Relationships · doi:10.1177/02654075211068189 · Cited by 13
Students’ self-regulated learning strategies and science achievement: exploring the moderating effect of learners’ emotional skills
Ha, C. (2023) · Cambridge Journal of Education · doi:10.1080/0305764x.2023.2175787 · Cited by 12
Research on the Influencing Factors of University Students’ Learning Ability Satisfaction under the Blended Learning Model
Wang, X., Chen, X., Wu, X., Lu, J. W., Xu, B., & Wang, H. (2023) · Sustainability · doi:10.3390/su151612454 · Cited by 12
Engklek Game Ethnoscience-Based Learning Material (EGEBLM) to Improve Students’ Conceptual Understanding and Learning Motivation
Hariyono, E., Rizki, I. A., Lestari, D. A., Citra, N. F., Islamiyah, A., & Agusty, A. I. (2023) · Jurnal Pendidikan IPA Indonesia · doi:10.15294/jpii.v12i4.43941 · Cited by 12
When Parents Press for Achievement: The Relationship between Academic Stress, Insomnia, Adolescent-Parent Relationships, and Life Satisfaction
HASPOLAT, N. K., & AĞIRKAN, M. (2024) · Journal of Child and Family Studies · doi:10.1007/s10826-024-02921-z · Cited by 15
Pengalaman self regulated learning siswa untuk menghadapi ujian
Sudinadji, M. B., & Kumaidi, K. (2019) · Indigenous Jurnal Ilmiah Psikologi · doi:10.23917/indigenous.v4i2.7970 · Cited by 12
Creating Positive Learning Environments in Early Childhood Using Teacher-Generated Prosocial Lessons
Johnston, C. B., Herzog, T. K., Hill-Chapman, C. R., Siney, C., & Fergusson, A. (2019) · Journal of Educational Research and Practice · doi:10.5590/jerap.2019.09.1.10 · Cited by 12
Relationships Among Study Guide Format, Academic Motivation, Self-Efficacy, and Student Grades
Shane‐Simpson, C., Desens, E., Kleutsch, A., & Obeid, R. (2022) · Teaching of Psychology · doi:10.1177/00986283221134594 · Cited by 14
Mental health and academic achievement among Chinese adolescents during COVID-19 pandemic: The mediating role of self-regulation learning
Wang, J., Xue, H., & Wu, X. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09772-4 · Cited by 17
Navigating success in higher education: engagement as a mediator between learning strategies and performance in mathematics
Büchele, S. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2230387 · Cited by 12
On the Causal Relationships between Academic Achievement and Its Leading Factors: A SEM Study
Akbay, T., & Akbay, L. (2016) · Journal Of European Education · doi:10.18656/jee.37523 · Cited by 12
The importance of career goal in relation to academic performance: a case study of hospitality management students
Lee, P. C., & Lee, A. (2018) · Journal of Teaching in Travel & Tourism · doi:10.1080/15313220.2017.1420518 · Cited by 12
Akademische Selbstkonzepte und akademische Selbstwirksamkeiten: Interdependenzen und Beziehungen zu schulischen Leistungen
Feng, X., Wang, J., & Rost, D. H. (2018) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000218 · Cited by 12
Self-Efficacy as A Correlate of Pupils’ Academic Achievement in Mathematics
Obafemi, K. E., Saadu, U. T., Adesokan, A., Olarewaju, Y., Sulaimon, J. T., Obafemi, T. O., & Yakubu, F. M. (2023) · Indonesian Journal of Teaching in Science · doi:10.17509/ijotis.v3i2.59775 · Cited by 20
Academic buoyancy and achievement among EFL learners: The mediating roles of hope and enjoyment
Gao, F. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105595 · Cited by 16
Application of artificial intelligence in English learning: The interactive effects of teacher support, learning motivation, and autonomous learning ability
Zhen, X. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105960 · Cited by 15
Discourse Moves and Emotion in Knowledge Building Discourse and Metadiscourse
Zhu, G., Scardamalia, M., Moreno, M. V., Martins, M., Nazeem, R., & Lai, Z. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.900440 · Cited by 15
The healthy context paradox of bullying victimization and academic adjustment among Chinese adolescents: A moderated mediation model
Huang, Y., Gan, X., Jin, X., Wei, Z., Cao, Y., & Ke, H. (2023) · PLoS ONE · doi:10.1371/journal.pone.0290452 · Cited by 13
Exploring the influence of teachers’ motivating styles on college students’ agentic engagement in online learning: The mediating and suppressing effects of self-regulated learning ability
Li, S., Ke-Xue, X., & Huang, J. (2023) · Humanities and Social Sciences Communications · doi:10.1057/s41599-023-02291-9 · Cited by 11
Cognitive Study Strategies and Motivational Orientations among University Students: A Latent Profile Analysis
Vincenzo, C. D., & Carpi, M. (2024) · Education Sciences · doi:10.3390/educsci14070792 · Cited by 12
Emotions in true peer teaching and learning: Physiotherapy students’ experiences
Ytreberg, B., & Aars, M. (2014) · European Journal of Physiotherapy · doi:10.3109/21679169.2014.983443 · Cited by 13
Favoreciendo el cambio emocional positivo hacia las ciencias en la formación inicial del profesorado
Pipitone, C., Guitart, J., Agudelo, C., & García-Lladó, À. (2019) · Ápice Revista de Educación Científica · doi:10.17979/arec.2019.3.1.4608 · Cited by 11
Contributions of Positive Psychology in Self-Regulated Learning: A Study With Brazilian Undergraduate Students
Kaiser, V., Reppold, C. T., Hutz, C. S., & Almeida, L. S. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02980 · Cited by 16
“Happy, Healthy, and Smart”: Student Responses to the Walking Classroom Education Program Aimed to Enhance Physical Activity
Erwin, H. E., Weight, E. A., & Harry, M. P. (2021) · Journal of School Health · doi:10.1111/josh.12990 · Cited by 15
Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation
Finau, T., Treagust, D. F., Won, M., & Chandrasegaran, A. L. (2016) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-016-9763-5 · Cited by 11
Rules of Disengagement: Negative Relationships and Interactions Between Adults and Youth
Buehler, K., Sánchez, B., Vaclavik, D., Rodriguez, E., & Gray, T. (2018) · Youth & Society · doi:10.1177/0044118x18793157 · Cited by 11
Motivation and Learning
Ainley, M., & Ainley, J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316823279.028 · Cited by 11
ClassMood App: A Classroom Orchestration Tool for Identifying and Influencing Student Moods
Beardsley, M., Vujović, M., Tresserra, M. P., & Hernández‐Leo, D. (2019) · Lecture notes in computer science · doi:10.1007/978-3-030-29736-7_75 · Cited by 11
Female Students in Quantitative Courses: An Exploration of their Motivational Sources, Learning Strategies, Learning Behaviors, and Course Achievement
Dabas, C. S., Muljana, P. S., & Luo, T. (2021) · Technology Knowledge and Learning · doi:10.1007/s10758-021-09552-z · Cited by 15

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
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

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

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks