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Article: What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies

TitleWhat students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies
Authors
King, Ronnel B.Areepattamannil, Shaljan
Keywordscontrol-value theory
cognitive strategies
Keywords: achievement emotions
academic emotions
metacognitive strategies
Issue Date2014
Citation
Journal of Pacific Rim Psychology, 2014, v. 8, n. 1, p. 18-27 How to Cite?
DOI: http://dx.doi.org/10.1017/prp.2014.3
AbstractThe aim of this study was to investigate how academic emotions were related to cognitive and metacognitive strategy use. Secondary school students (N = 1,147) participated in this study and answered relevant questionnaires on academic emotions (enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom) and the use of various cognitive (elaboration, organisation, and rehearsal) and metacognitive strategies (planning, monitoring, regulating). Results of the analyses indicated that students who experienced positive emotions were more likely to use different types of cognitive and metacognitive strategies. Negative academic emotions were found to be non-significant predictors of strategy use. Implications are discussed. Copyright © The Author(s), published by Cambridge University Press on behalf of Australian Academic Press Pty Ltd 2014.
Persistent Identifierhttp://hdl.handle.net/10722/302168
ISSN
1834-4909
2023 Impact Factor: 2.8
2023 SCImago Journal Rankings: 0.843
ISI Accession Number ID
WOS:000338994200003

 

DC FieldValueLanguage
dc.contributor.authorKing, Ronnel B.-
dc.contributor.authorAreepattamannil, Shaljan-
dc.date.accessioned2021-08-30T13:57:56Z-
dc.date.available2021-08-30T13:57:56Z-
dc.date.issued2014-
dc.identifier.citationJournal of Pacific Rim Psychology, 2014, v. 8, n. 1, p. 18-27-
dc.identifier.issn1834-4909-
dc.identifier.urihttp://hdl.handle.net/10722/302168-
dc.description.abstractThe aim of this study was to investigate how academic emotions were related to cognitive and metacognitive strategy use. Secondary school students (N = 1,147) participated in this study and answered relevant questionnaires on academic emotions (enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom) and the use of various cognitive (elaboration, organisation, and rehearsal) and metacognitive strategies (planning, monitoring, regulating). Results of the analyses indicated that students who experienced positive emotions were more likely to use different types of cognitive and metacognitive strategies. Negative academic emotions were found to be non-significant predictors of strategy use. Implications are discussed. Copyright © The Author(s), published by Cambridge University Press on behalf of Australian Academic Press Pty Ltd 2014.-
dc.languageeng-
dc.relation.ispartofJournal of Pacific Rim Psychology-
dc.subjectcontrol-value theory-
dc.subjectcognitive strategies-
dc.subjectKeywords: achievement emotions-
dc.subjectacademic emotions-
dc.subjectmetacognitive strategies-
dc.titleWhat students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies-
dc.typeArticle-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.doi10.1017/prp.2014.3-
dc.identifier.scopuseid_2-s2.0-84903814732-
dc.identifier.volume8-
dc.identifier.issue1-
dc.identifier.spage18-
dc.identifier.epage27-
dc.identifier.isiWOS:000338994200003-

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