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- Publisher Website: 10.1017/prp.2014.3
- Scopus: eid_2-s2.0-84903814732
- WOS: WOS:000338994200003
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Article: What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies
Title | What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies |
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Authors | |
Keywords | control-value theory cognitive strategies Keywords: achievement emotions academic emotions metacognitive strategies |
Issue Date | 2014 |
Citation | Journal of Pacific Rim Psychology, 2014, v. 8, n. 1, p. 18-27 How to Cite? |
Abstract | The 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 Identifier | http://hdl.handle.net/10722/302168 |
ISSN | 2023 Impact Factor: 2.8 2023 SCImago Journal Rankings: 0.843 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | King, Ronnel B. | - |
dc.contributor.author | Areepattamannil, Shaljan | - |
dc.date.accessioned | 2021-08-30T13:57:56Z | - |
dc.date.available | 2021-08-30T13:57:56Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Journal of Pacific Rim Psychology, 2014, v. 8, n. 1, p. 18-27 | - |
dc.identifier.issn | 1834-4909 | - |
dc.identifier.uri | http://hdl.handle.net/10722/302168 | - |
dc.description.abstract | The 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.language | eng | - |
dc.relation.ispartof | Journal of Pacific Rim Psychology | - |
dc.subject | control-value theory | - |
dc.subject | cognitive strategies | - |
dc.subject | Keywords: achievement emotions | - |
dc.subject | academic emotions | - |
dc.subject | metacognitive strategies | - |
dc.title | What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies | - |
dc.type | Article | - |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.doi | 10.1017/prp.2014.3 | - |
dc.identifier.scopus | eid_2-s2.0-84903814732 | - |
dc.identifier.volume | 8 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | 18 | - |
dc.identifier.epage | 27 | - |
dc.identifier.isi | WOS:000338994200003 | - |