The interplay between academic emotions, psychological flexibility and self-regulation as predictors of academic achievement
Open accessAbstract
Research concerning students’ emotions as well as their way of coping with their emotions in different situations has been scarce. The purpose of this study is to explore the relationship between self-regulated learning, academic emotions, psychological flexibility, study success and study pace during university-level studies. A total of 274 arts students participated in this study. Academic emotions were first explored with factor analyses, parallel analysis and confirmatory factor analyses. The relationship between self-regulated learning, psychological flexibility, academic emotions and study success and study pace was analysed using Pearson’s correlations and path analysis using Amos. The results revealed that there is a strong connection between self-regulated learning and academic emotions and that students’ self-regulations appear to affect students’ emotions with regard to their academic study. Furthermore, psychological flexibility appeared to be an important mediator between academic emotions and study pace. The study suggests that students’ emotions and their way of coping with these emotions should be taken into account when considering learning and teaching.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
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?
Psychological flexibility has been shown to be related to study progression and positive emotions in learning at the university context.
“In a recent study, psychological flexibility has been shown to be related to study progression and positive emotions in learning at the university context (Asikainen et al., 2017).”
From Examining indicators for effective studying – The interplay between student integration, psychological flexibility and self-regulation in learning (2018) · cites this paper as Asikainen et al., 2017
Recent studies have shown that dealing with negative thoughts and uncertainty has an important role in influencing study progression at the university level.
“However, recent studies have shown that dealing with negative thoughts and uncertainty have an important role in influencing study progression at the university level (Asikainen, Hailikari, & Mattsson, 2017).”
From Examining indicators for effective studying – The interplay between student integration, psychological flexibility and self-regulation in learning (2018) · cites this paper as Asikainen, Hailikari, & Mattsson, 2017
Cites
Salovey, P., & Mayer, J. D. (1990) · Imagination, Cognition and Personality · doi:10.2190/dugg-p24e-52wk-6cdg · Cited by 10,484 · see citing works
Acceptance and commitment therapy: model, processes and outcomes
Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A., & Lillis, J. (2006) · Behaviour Research and Therapy · doi:10.1016/j.brat.2005.06.006 · Cited by 6,587 · cited 4× · see citing works
“This approach originates from recent, empirically-based theories of psychopathology and Acceptance and Commitment Therapy (Hayes et al. 2006).”
BackgroundMethodInfluentialA Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Pintrich, P. R. (2004) · Educational Psychology Review · doi:10.1007/s10648-004-0006-x · Cited by 3,269 · see citing works
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2010.10.002 · Cited by 2,248 · see citing works
Academic self-efficacy and first year college student performance and adjustment.
Chemers, M. M., Hu, L.-T., & Garcia, B. F. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.55 · Cited by 2,031 · see citing works
Sex differences in emotion: Expression, experience, and physiology.
Kring, A. M., & Gordon, A. H. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.74.3.686 · Cited by 1,067 · cited 1× · see citing works
“Some studies have indicated that women experience more emotions than men (Hess et al. 2000); others that, while women express more emotions, there are no differences in their experience of these emotions (Kring and Gordon 1998).”
BackgroundKashdan, T. B., Barrios, V., Forsyth, J. P., & Steger, M. F. (2006) · Behaviour Research and Therapy · doi:10.1016/j.brat.2005.10.003 · Cited by 994 · cited 1× · see citing works
“Studies have shown that psychological flexibility is strongly related to life management (Kashdan et al. 2006) and is a strong predictor of mental health and behavioural effectiveness (Hayes et al. 1999).”
BackgroundExperiential avoidance as a functional dimensional approach to psychopathology: An empirical review
Chawla, N., & Ostafin, B. (2007) · Journal of Clinical Psychology · doi:10.1002/jclp.20400 · Cited by 805 · cited 1× · see citing works
“Psychological flexibility describes people’s ability to be connected with the present and to regulate their emotions and actions despite the unpleasant feelings or thoughts they might experience (Chawla and Ostafin 2007; Hayes et al. 2006).”
BackgroundBond, F. W., Lloyd, J., & Guenole, N. (2013) · Journal of Occupational and Organizational Psychology · doi:10.1111/joop.12001 · Cited by 186 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Sharp, J. G., Sharp, J. C., & Young, E. (2018) · Research Papers in Education · doi:10.1080/02671522.2018.1536891 · Cited by 106 · see citing works
“…and more to the overall emotional development and well-being of undergraduates themselves (Illeris, 2003; Christie et al., 2008; Kahu et al., 2015; Asikainen et al., 2017; Hagenauer et al., 2017; Loon and Bell, 2017), UK research is only now beginning to respond (Mann and Robinson, 2009; Sharp et…”
BackgroundUnderstanding procrastination: A case of a study skills course
Hailikari, T., Katajavuori, N., & Asikainen, H. (2021) · Social Psychology of Education · doi:10.1007/s11218-021-09621-2 · Cited by 99 · see citing works
“Thus, students’ capacity to cope with their negative thoughts and emotions should be enhanced during their studying (Asikainen, 2018).”
BackgroundMethodSelf-citationAcosta-Gonzaga, E., & Ramírez-Arellano, A. (2021) · SAGE Open · doi:10.1177/21582440211027561 · Cited by 88 · see citing works
“In terms of face-to-face learning contexts, the significant effects of metacognition and learning strategies on students’ learning achievement have been widely studied (Asikainen et al., 2018; Efklides, 2018; King & McInerney, 2016).”
BackgroundGonzaga, E. A., & Ramírez-Arellano, A. (2022) · Sustainability · doi:10.3390/su142013419 · Cited by 78 · see citing works
“[90] argued that the paths from self-regulated strategies to students’ academic emotions were significant.”
BackgroundLei, C., Hossain, M. S., Mostafiz, M. I., & Khalifa, G. S. A. (2021) · Journal of Hospitality and Tourism Management · doi:10.1016/j.jhtm.2021.07.001 · Cited by 78 · see citing works
“It is increasingly common, with its advantages supported by professional management (Asikainen et al., 2018).”
BackgroundSubjective well‐being and academic performance among middle schoolers: A two‐wave longitudinal study
Wu, X., Gai, X., & Wang, W. (2020) · Journal of Adolescence · doi:10.1016/j.adolescence.2020.07.011 · Cited by 62 · see citing works
Feng, X., Wei, Y., Pan, X., Qiu, L., & Ma, Y. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17061941 · Cited by 53 · see citing works
Kang, X., & Wu, Y. (2022) · PLoS ONE · doi:10.1371/journal.pone.0267405 · Cited by 68 · see citing works
“For example, coping styles, achievement goals, psychological flexibility, and psychological capital [67, 70, 71, 77, 78] are also possible mediators that need to be verified in future research.”
BackgroundKatajavuori, N., Vehkalahti, K., & Asikainen, H. (2023) · Current Psychology · doi:10.1007/s12144-021-01837-x · Cited by 50 · see citing works
“It has been shown that psychological flexibility has a strong relationship to progression in studying (Asikainen, 2018; Asikainen et al., 2018) and a negative relationship to problems in studying (Levin et al., 2018) and procrastination (Glick et al., 2014).”
BackgroundMethodInfluentialSelf-citationHailikari, T., Nieminen, J., & Asikainen, H. (2022) · Educational Psychology · doi:10.1080/01443410.2022.2059652 · Cited by 31 · see citing works
“This result is in line with previous results (Asikainen et al., 2018).”
BackgroundMethodResultInfluentialSelf-citationSharp, J. G., Hemmings, B., Kay, R., & Sharp, J. C. (2017) · Journal of Further and Higher Education · doi:10.1080/0309877x.2017.1386287 · Cited by 35 · see citing works
Bálint, A. F., Flannagan, C. A. C., Leslie, A., Klauer, S. G., Guo, F., & Dozza, M. (2020) · Accident Analysis & Prevention · doi:10.1016/j.aap.2020.105455 · Cited by 27 · see citing works
Tomas, N., & Poroto, A. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e21321 · Cited by 26 · see citing works
Parpala, A., Katajavuori, N., Haarala-Muhonen, A., & Asikainen, H. (2021) · The social science · doi:10.3390/socsci10090337 · Cited by 26 · see citing works
“One tool for supporting students’ studying and wellbeing is an acceptance and commitment (ACT)based intervention, which aims to promote students’ psychological flexibility as a means of enhancing study progression and decreasing problems in studying (Asikainen 2018; Asikainen et al. 2018; Levin et al. 2017).”
BackgroundMethodSelf-citationAsikainen, H. (2018) · Psychology, Society & Education · doi:10.25115/psye.v10i2.1873 · Cited by 24 · see citing works
“In a recent study, psychological flexibility has been shown to be related to study progression and positive emotions in learning at the university context (Asikainen et al., 2017).”
BackgroundResultInfluentialSelf-citationUnderstanding and promoting students’ well-being and performance in university studies
Asikainen, H., Kaipainen, K., & Katajavuori, N. (2019) · Journal of University Teaching and Learning Practice · doi:10.53761/1.16.5.2 · Cited by 23 · see citing works
“2013) that had recently been developed for a Finnish university context and found to be a robust instrument (Asikainen et al. 2018; Nieminen, Asikainen & Hailikari 2014).”
InfluentialSelf-citationRidgley, L. M., Rubenstein, L. D., & Callan, G. L. (2021) · Gifted Child Quarterly · doi:10.1177/00169862211025452 · Cited by 20 · see citing works
“SRL processes facilitate goal attainment, academic success, and maintaining positive emotions for academic tasks (Asikainen et al., 2018; Dent & Koenka, 2016; Kizilcec et al., 2017; Schneider & Preckel, 2017).”
BackgroundLas funciones ejecutivas como predictoras del rendimiento académico de estudiantes universitarios
Gutiérrez-Ruiz, K., Paternina, J., Zakzuk, S., Mendez, S., Castillo, A., Payares, L., & Peñate, A. (2020) · Psychology Society & Education · doi:10.25115/psye.v12i3.2103 · Cited by 17 · see citing works
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 · see citing works
Asikainen, H., & Katajavuori, N. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1215549 · Cited by 16 · see citing works
Self-citationAsikainen, H., & Katajavuori, N. (2021) · JMIR Research Protocols · doi:10.2196/23613 · Cited by 16 · see citing works
Self-citationFeel the Progress: Second-year Students' Reflections on Their First-year Experience
Hailikari, T., Kordts-Freudinger, R., & Postareff, L. (2016) · International Journal of Higher Education · doi:10.5430/ijhe.v5n3p79 · Cited by 15 · see citing works
Self-citationFrom Play to Creativity: The Mediating Role of Self-regulation in Kindergarteners
Ghanamah, R. (2025) · Early Childhood Education Journal · doi:10.1007/s10643-025-01867-1 · Cited by 8 · see citing works
“Moreover, self-regulation may facilitate the cognitive flexibility necessary for creativity (Asikainen et al., 2018; Hanif et al., 2012).”
Repo, S., Elovainio, M., Pyörälä, E., Iriarte-Lüttjohann, M., Tuominen, T., Härkönen, T., Gluschkoff, K., & Paunio, T. (2022) · Advances in Health Sciences Education · doi:10.1007/s10459-022-10116-8 · Cited by 14 · see citing works
Achievement goals, self-efficacy, and psychological flexibility as antecedent of study engagement
Martinie, M., & Shankland, R. (2024) · Social Psychology of Education · doi:10.1007/s11218-024-09921-3 · Cited by 15 · see citing works
“…including peer-group interaction, positive interactions with teachers and commitment to university (Asikainen, 2018 ), and study progression (Asikainen et al., 2017, 2019 ), and negatively related to procrastination (Eisenbeck et al., 2019; Gagnon et al., 2016; Glick et al., 2014 ;…”
InfluentialAcademic emotions, college adjustment, and dropout intention in university students
Cobo-Rendon, R. C., Hojman, V., García-Álvarez, D. D. J., & Cobo, R. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1303765 · Cited by 23 · see citing works
León, B., Fernández-Río, J., Rivera-Pérez, S., & Iglesias, D. (2023) · Psicología Educativa: Revista de los Psicólogos de la Educación · doi:10.5093/psed2023a2 · Cited by 13 · see citing works
“For example, positive emotions like hopefulness and confidence were related to better academic outcomes (Asikainen et al., 2017).”
BackgroundFactors Associated with Psychological Flexibility in Higher Education Students: A Systematic Review
Mursalzade, G., Escriche-Martínez, S., Valdivia-Salas, S., Jiménez, T. I., & López-Crespo, G. (2025) · Sustainability · doi:10.3390/su17125557 · Cited by 12 · see citing works
Nyman, F. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1418297 · Cited by 12 · see citing works
Mickwitz, Å., Londén, M., Perander, K., & Tiihonen, S. (2024) · European Journal of Higher Education · doi:10.1080/21568235.2024.2359107 · Cited by 12 · see citing works
“The extent to which students can utilise their SRL strategies is associated with important subcomponents of SRL, such as the students’ level of academic self-efficacy (Bradley, Browne, and Kelley 2017) as well as their academic emotions (Asikainen, Hailikari, and Mattsson 2018).”
Rentzios, C., Kamtsios, S., & Karagiannopoulou, E. (2019) · Journal of Nervous and Mental Disease · doi:10.1097/nmd.0000000000001027 · Cited by 12 · see citing works
Wang, X., Yu, S., & Jiang, L. G. (2024) · System · doi:10.1016/j.system.2024.103361 · Cited by 12 · see citing works
Asikainen, H., Hailikari, T. K., & Katajavuori, N. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1331205 · Cited by 12 · see citing works
“In addition, it is positively related to self-regulated learning (Asikainen et al., 2018) and integration in studies (Asikainen, 2018) and negatively related to self-handicapping strategies in studies (Hailikari et al., 2022).”
BackgroundSelf-citationUslu, N. A., & Durak, H. Y. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2129391 · Cited by 11 · see citing works
“However, there is no consensus on whether the relationship between SR and AE is bidirectional rather than unidirectional (Asikainen et al., 2018).”
An adaptive Metalearner-based flow: a tool for reducing anxiety and increasing self-regulation
Jebur, G., Al-Samarraie, H., & Alzahrani, A. (2022) · User modeling and user-adapted interaction · doi:10.1007/s11257-022-09330-1 · Cited by 10 · see citing works
“According to Abdous (2019) and Asikainen et al. (2018), students’ anxiety and self-regulation can often be linked to a variety of factors, including a lack of clear instructions and/or feedback.”
BackgroundMattsson, M. T., Hailikari, T. K., & Parpala, A. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00742 · Cited by 13 · see citing works
Self-citationLópez-Crespo, G., Mursalzade, G., Sánchez-Pérez, N., & Valdivia-Salas, S. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1571717 · Cited by 9 · see citing works
“…highlighted promising studies linking psychological flexibility with variables closely related to academic success, such as self-regulated learning (Asikainen, 2018), self-efficacy (Ate ş and Sa ğ ar, 2024; Jeffords et al., 2020), college adjustment (Bi and Li, 2021), self-efficacy and achievement…”
Supporting adolescents’ personal growth and well-being through the Study with Strength intervention
Hongell-Ekholm, N., Londén, M., & Fagerlund, Å. (2024) · Cogent Education · doi:10.1080/2331186x.2023.2298596 · Cited by 8 · see citing works
“Mental resources such as psychological flexibility, self-regulation (Asikainen et al., 2018; Bandura, 1991), and self-efficacy (Zimmerman, 2000) interplay with academic emotions, and influence students ’ academic achievement.”
Durak, H. Y., & Uslu, N. A. (2023) · Interactive Learning Environments · doi:10.1080/10494820.2023.2214180 · Cited by 7 · see citing works
“…Ding & Zhao, 2020; Garn et al., 2017), motivation (e.g. Kim & Ketenci, 2020), satisfaction/ learning outcomes (e.g. Heckel & Ringeisen, 2019), self-e ffi cacy (e.g. Gao et al., 2021), self-regulation (e.g. Asikainen et al., 2018), learning anxiety (e.g. Abdous, 2019; Ramirez-Arellano et al., 2019).”
Pedagogical practice as ‘feeling-thinking’ praxis in higher education: a case study in Colombia
Santos, D., & Soler, S. (2021) · Teaching in Higher Education · doi:10.1080/13562517.2021.1885021 · Cited by 7
Penttilä, M. (2023) · Religions · doi:10.3390/rel14040431 · Cited by 6
How Different Diversity Factors Affect the Perception of First-Year Requirements in Higher Education
Bohndick, C., Bosse, E., Jänsch, V. K., & Barnat, M. (2021) · doi:10.14786/flr.v9i2.667 · Cited by 6
Kämper, E., Katajavuori, N., & Asikainen, H. (2025) · Journal of University Teaching and Learning Practice · doi:10.53761/pgsppe36 · Cited by 5 · see citing works
“Psychological flexibility has, thus, been found to relate not only to increased well-being (Asikainen et al., 2019) but also to academic progression (Asikainen, 2018; Asikainen et al., 2018; Puolakanaho et al., 2019; Hailikari et al., 2022).”
Self-citationSmeets, A. G. J. M., van Ede, A. V., Vorstenbosch, M., & van Gurp, P. V. (2024) · Medical Teacher · doi:10.1080/0142159x.2024.2422544 · Cited by 4 · see citing works
“This alignment, grounded in psychological flexibility, creates a conducive environment for life-long learning, essential in preparing students for the challenges of a dynamic and complex society [18,19].”
Investigation of Academic Achievement and Self-Regulation of Students in Flipped Classroom
Ök, S., & Sarıtaş, M. T. (2022) · American Journal of Educational Research · doi:10.12691/education-10-9-8 · Cited by 4
Katajavuori, N., Hailikari, T., & Asikainen, H. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1485784 · Cited by 3 · see citing works
Self-citationRuuska, R., Katajavuori, N., & Asikainen, H. (2025) · Social Sciences · doi:10.3390/socsci14060339 · Cited by 3 · see citing works
Self-citationIntroducing Video Art in STEM Education Alleviates Negative Academic Emotion
Daneli, A., Koulouri, P., Tzima, C., Chatzichristodoulou, I., & Andreou, L.-V. (2023) · IEEE Global Engineering Education Conference · doi:10.1109/educon54358.2023.10125134 · Cited by 2 · see citing works
“Interest tends to centre on anxiety as a focal point, to some extent neglecting other state emotions in academia [2].”
BackgroundBak, C. K., & Schulin, S. (2023) · The social science · doi:10.3390/socsci12030156 · Cited by 2 · see citing works
Exploring Student Participation Challenges in Student-Centred Learning Environments
Nerland, M. (2020) · Higher education dynamics · doi:10.1007/978-3-030-41757-4_6 · Cited by 2 · see citing works
Wang, Y., Cao, Y., & Gong, S.-Y. (2025) · Journal of educational computing research · doi:10.1177/07356331251410001 · Cited by 1 · see citing works
“Empirical studies have identi fi ed that learners ’ emotion regulation ability is essential to their emotional states (Gross, 2015) and academic achievement (Asikainen et al., 2017; Graziano et al., 2007; Onchwari & Keengwe, 2011).”
Katajavuori, N., Rönkkönen, S., Postareff, L., Rytkönen, A., & Asikainen, H. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1697887 · Cited by 1 · see citing works
Self-citationLi, C., Lin, Y.-B., Guo, H., Zhao, H.-X., Xiong, J.-Y., Xiao, X.-Y., & Zhang, L. (2025) · BMC Nursing · doi:10.1186/s12912-025-03864-6 · Cited by 1 · see citing works
“The act of self-regulation, where students monitor their own progress to adapt to individual learning needs, reflects the core concept of flexibility [37].”
Botha, L., Viviers, H., Fouché, J., & Kruger, P. (2025) · Journal of Further and Higher Education · doi:10.1080/0309877x.2025.2495957 · Cited by 1
“The prevailing literature presents a strong case in support of a combination of factors to predict academic performance (Asikainen, Hailikari, and Mattsson 2018; Guterman and Neuman 2022; Kaighobadi and Allen 2008; Komarraju, Ramsey, and Rinella 2013), which warrant further attention to this matter.”
Zhong, Y., Tan, S., Xu, X.-Y., Shao, Z.-M., & Liu, Q.-W. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2024.2407042 · Cited by 1 · see citing works
“…instruction, and achievement’ (Pekrun et al. 2002, 91), are closely associated with L2 teaching and learning (Albert, Piniel, and Lajtai 2021; Asikainen, Hailikari, and Mattsson 2018; Piniel and Albert 2018), especially with some learner variables, such as motivation (Alrabai 2022) and L2…”
Rajabbeigi, H., Schmieder-Ramirez, J., Dellaneve, J., & Amin, F. (2023) · Journal of Comparative & International Higher Education · doi:10.32674/jcihe.v15i4.5350 · Cited by 1 · see citing works
“Self-regulation (Asikainen et al., 2018; Hofer et al., 1998; Lucieer et al., 2016; Thibodeaux et al., 2016), love of learning (Alt, 2015; Ciarrochi et al.”
BackgroundInfluential“Watching the backstage of your mind”: Redesigning Learning How to Learn
Ariel, N., Millikovsky-Ayalon, M., & Kimchi-Feldhorn, O. (2023) · Education and Information Technologies : Official Journal of the IFIP technical committee on Education · doi:10.1007/s10639-023-11580-4 · Cited by 1 · see citing works
“The growing research into emotions in online learning indicates that productive emotions are central factors in students’ success (Asikainen et al., 2018; Cleveland-Innes & Campbell, 2012; Dillon et al., 2016; Hagenauer et al., 2018; O’regan, 2003).”
BackgroundAbdolahi, N., Ahmadabadi, M. R. N., Ghavam, S. E., Asgari, M., & Aliabadi, K. (2021) · Iranian Journal of Psychiatry and Clinical Psychology · doi:10.32598/ijpcp.27.4.3627.1
Using attainment curves and lead-times to help improve student examination performance
Whalley, W. B. (2020) · Journal of Further and Higher Education · doi:10.1080/0309877x.2019.1702152 · Cited by 1 · see citing works
Developing an intervention course to promote students’ well-being and studying in university contextPreprint
Asikainen, H., & Katajavuori, N. (2020) · Research Square · doi:10.21203/rs.3.rs-88092/v1
Self-citationBook Review: Scientific Method: How Science Works, Fails to Work and Pretends to Work
Amd, M. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02260 · Cited by 1
“61), converging with mainstream approaches declaring the many benefits of psychological flexibility in learning contexts (Asikainen et al., 2018).”
BackgroundOtieno, H. (2018) · Sheffield Hallam University · doi:10.7190/shu-thesis-00153 · Cited by 1 · see citing works
Tubal, J. P., & Acledan, M. (2023) · International Journal of Humanities Social Sciences and Education · doi:10.20431/2349-0381.1011009 · Cited by 1 · see citing works
“Also, the result for anxiety opposes the findings of Asikainen et al. [14] and Gaeta et al. [30], that anxiety has a negative correlation to self-regulation and no correlation between negative academic emotions and self-regulated learning strategies, respectively.”
BackgroundResultDempsey, A., Harnett, Z., Gallagher, S., & Howard, S. (2026) · Biological Psychology · doi:10.1016/j.biopsycho.2026.109410
Xue, F., Wang, M., & Xi, L. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1910328 · Cited by 1 · see citing works
Asikainen, H., Yang, Y., Tang, X., Wang, J., & Katajavuori, N. (2026) · International Journal of Chinese Education · doi:10.1177/2212585x261456336
“It has been found in earlier studies that psychological flexibility skills are positively related to academic progression in studies (Asikainen et al., 2018; Hailikari et al., 2022) and better coping skills (Asikainen & Katajavuori, 2023).”
Self-citationA Structural Model of Integrative Emotion Regulation, Perseverance, and Passion Among Student's Grit
Suryahadikusumah, A. R., Ahman, A., Julius, A., & Rahayu, H. (2026) · Didaktika: Jurnal Kependidikan · doi:10.58230/27454312.3584
“Students need to be facilitated to monitor, identify, reflect, and adjust their emotional states in learning situations (Asikainen et al., 2018).”
WANG, H.-S., Zhou, Y., Li, T., Yang, Y., Wang, Y., & Sun, W. (2025) · Psychology in the Schools · doi:10.1002/pits.70044
“For example, positive emotions were proven to be associated with enhanced self ‐ control, whereas negative emotions had a detrimental effect in the context of Finnish higher education (Asikainen et al. 2018).”
Bilingual Brilliance in University Students: Enhancing Memory and Academic Success
Al-khalidi, K. (2025) · Psych-Talk · doi:10.53841/bpstalk.2025.1.106.24
Thousil, K. M., Junaid, Krishnaprakash, G., Pasha, M., Praveena, N., & Kolarkodi, S. (2024) · Journal of Contemporary Dental Sciences · doi:10.4103/jcds_202412_1
Sun, J.-L., & Wang, Y.-Y. (2024) · Journal of English language teaching and applied linguistics · doi:10.32996/jeltal.2024.6.4.3
Khozani, H. H., Sajjadian, I., Abedi, A., & Abedi, M. (2024) · journal of counseling research · doi:10.18502/qjcr.v23i89.15792
Discovering the Learning Gradient of Students’ Preferences for Learning Environment
Bak, C., Schulin, S., & Krammer, J. Ø. (2023) · Journal of Intelligence · doi:10.3390/jintelligence11110206
Instrument Development to Assess University Students’ Coping with Negative Academic Feedback
Turgut, Ö., & Ocak, G. (2022) · Mimbar Sekolah Dasar · doi:10.53400/mimbar-sd.v9i2.44434
“Psychological flexibility is related to the rhythm of studying, and the students who feel themselves competent despite the negative feelings can continue studying more successfully (Asikainen et al., 2018).”
BackgroundInfluentialAriatabar, L., Khoeini, F., & Asadzadeh, H. (2021) · Journal of psychological sciences · doi:10.52547/jps.20.104.1363
Hayat, A., Shatery, K., Amini, M., & Shokrpour, N. (2019) · doi:10.21203/rs.2.13211/v1
- Authors
- Asikainen, H., Hailikari, T., & Mattsson, M.
- Affiliations
- University of Helsinki (FI)
- Corresponding author
- Asikainen, Henna
- Venue
- Journal of Further and Higher Education
- Publisher
- Informa UK Limited
- Published
- 2017-02-28
- Volume
- 42
- Issue
- 4
- Pages
- 439-453
- ISSN
- 0309-877X (ISSN-L)
- 1469-9486
- OpenAlex
- W2593577080
- Cited by
- 96
- References
- 64
- Citations by year
- 2026: 7 · 2025: 14 · 2024: 15 · 2023: 19 · 2022: 11 · 2021: 11 · 2020: 10 · 2019: 3 · 2018: 4 · 2017: 1 · 2016: 1
- FWCI
- 6.41
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- other-oa
- Locations
- Journal of Further and Higher Education (publishedVersion)
- Työväentutkimus Vuosikirja (submittedVersion, other-oa)
- 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 › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- academic emotions, psychological flexibility, student self-regulation, academic performance, emotion regulation, emotional coping, university students, art students
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
