Abstract
The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using a quasi-experimental design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level of self-regulation and the level of external regulation jointly determined university students' level of achievement emotions, as well as their level of burnout/engagement. Based on these results, a five-level progressive scale was configured. We conclude that this scale may be useful and adequate as a heuristic technique or model for understanding and analyzing the type of student-teacher interaction that is taking place in the university classroom, and thereby learn the probability of stressful effects and the students' level of emotional health.
Highlights
Classic Educational Psychology research on individuals’ learning variables has focused on two large groups of constructs that would establish individual differences in learning and so predict achievement
The statistically significant partial effect was retained for enjoyment [F(2, 366) = 5.385, p < 0.001, n2 = 0.037; post-hoc: 3>2>1], for hope [F(2, 366) = 13.463, p < 0.001, n2 = 0.164; post-hoc: 3>2>1], for pride [F(2, 366) = 15.540, p < 0.001, n2 = 0.080; post-hoc: 3>2>1], for boredom [F(2, 366) = 9.749, p < 0.001, n2 = 0.952; post-hoc: 1>2>3], for anger [F(2, 366) = 9.448, p < 0.001, n2 = 0.050; post-hoc: 1>2>3], for anxiety [F(2, 366) = 13.033, p < 0.001, n2 = 0.068; post-hoc: 1>2>3], for shame [F(2, 366) = 11.080, p < 0.001, n2 = 0.062; post-hoc: 1>2>3], and for hopelessness [F(2, 366) = 17.667, p < 0.001, n2 = 0.090, post-hoc: 1 >2>3]
The statistically significant partial effect was retained for enjoyment [F(2, 358) = 7.161, p < 0.001, n2 = 0.038; post-hoc: 3>2,1], for hope [F(2, 358) = 11.813, p < 0.001, n2 = 0.062; post-hoc: 3>2,1], for pride [F(2, 358) = 9.958, p < 0.001, n2 = 0.053; post-hoc: 3>2,1], for relief [F(2, 358) = 4.789, p < 0.01, n2 = 0.952; post-hoc: 1>2,3], for anger [F(2, 358) = 2.518, p < 0.05, n2 = 0.014; post-hoc: 1,2>3], for anxiety [F(2, 358) = 0.341, ns, n2 = 0.002], for shame [F(2, 358) = 0.225, ns, n2 = 0.001], and for hopelessness [F(2, 358) = 2.405, p < 0.09 ns, n2 = 0.013]
Summary
Classic Educational Psychology research on individuals’ learning variables has focused on two large groups of constructs that would establish individual differences in learning and so predict achievement. Detailed analysis over the past years has produced a considerable amount of research evidence, and a paradigm has emerged for the study of emotions and non-cognitive or “soft” skills in the educational sphere (Pekrun et al, 2009, 2019; Frenzel et al, 2016, 2018; Lüftenegger, 2016; Dicke et al, 2018; Muis et al, 2018). In. Frontiers in Psychology | www.frontiersin.org de la Fuente et al. SRL vs ERL and Achievement Emotions a complementary fashion, research on contextual variables of teaching has analyzed the role of the teaching process and its elements, with special attention to the role of effective teaching (Pekrun et al, 2014a; Murayama et al, 2017; Gentsch et al, 2018; Mainhard et al, 2018). The present study aims to offer conceptual foundations and empirical evidence in this direction
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