Students’ Achievement Emotions and Self-Regulation of Learning: Associations With Performance in a Critical Thinking Test

The present study is conducted to investigate the impact of perceived parenting style on self-regulated learning and academic procrastination with mediating effect of achievement emotion. The sample of this study consisted of 218 undergraduates through convenient sampling from universities in Hong Kong. Parenting Authority Questionnaire, Academic Emotion Questionnaire, Motivated Strategies for Learning Questionnaire, and Procrastination Scale were used to collect the data. To analyze the data, reliability was investigated by Cronbach’s alpha. Correlation, path analysis, and structural equation modeling were also conducted. Result found that perceived parenting style is significantly associated with achievement emotion. And achievement emotion is significantly associated with self-regulated learning and academic procrastination. Result of the structural equation modeling also found that perceived authoritative parenting style show an impact on positive achievement emotion (enjoyment, hope and pride) and in succession affect the self-regulated learning and academic procrastination. The present study concerns mainly on the complex relationship among perceived parenting style, achievement emotion, self-regulated learning, and academic procrastination. It may bring the practical significance to Hong Kong parent to aware the effect of their parenting style on children’s learning strategies and procrastination style. It may also bring some insight on enhancing student’s self-regulated learning behaviors and reduce student’s academic procrastination.

Research on the relationships between students’ achievement emotions and their (self-regulated) learning behavior is growing. However, little is known about the relationships between students’ learning preferences and achievement emotions and the extent to which these influence learning strategies. In this study we, first, looked at the learning-style preferences (self-regulated, externally regulated, or impulsive learning) of 200 fourth graders who were about to start high-achiever track secondary school in Germany in the following school year. Second, we analyzed whether students who prefer self-regulated learning, externally regulated learning, or impulsive learning differ concerning the achievement emotions of enjoyment, anger, boredom, and anxiety. Third, we examined whether the degree to which students prefer self-regulated learning in combination with their achievement emotions predicts if and how students actually apply various aspects of self-regulated learning such as cognitive learning strategies, goal setting, and strategy monitoring during their learning. Fourth, we explored whether achievement emotions mediate relationships between more or less successful learning and subsequent learning behavior. Students in our sample did not prefer a self-regulated learning style over an externally regulated or impulsive learning style; and achievement emotions were shown to be related to students’ learning-style preferences. Students’ preference for self-regulated learning in combination with their achievement emotions predicted various aspects of their learning. However, achievement emotions did not mediate changes in learning behavior found after less successful learning.

Background Achievement emotions have been proven as important indicators of students’ academic performance in traditional classrooms and beyond. In the online learning contexts, previous studies have indicated that achievement emotions would affect students’ adoption of self-regulated learning strategies and further predict their learning outcomes. However, the pathway regarding how different positive and negative achievement emotions might affect students’ burnout through self-regulated learning among medical students in online learning environments remains unclear. In this study, the aim is to investigate how achievement emotions and self-regulated learning predict burnout among medical students in online education. Methods This study involved 282 medical students who had attended online courses due to the sudden shift of learning mode caused by the COVID-19 pandemic in 2022. Confirmatory factor analysis was performed to examine the hypothesized factor structure, and structural equation modelling was conducted to test the hypothesized relationships among factors. Results The results of structural equation modelling revealed that medical students’ self-efficacy positively predicted their enjoyment (β = .57) and online self-regulated learning (β = .54). Learning-related boredom inhibited students’ adoption of online self-regulated learning strategies (β = −.24), and it was positively associated with their burnout (β = .54). Learning-related anxiety was a positive predictor of online self-regulated learning (β = .38). Discussions The results of this study suggest that achievement emotions experienced by medical students had a significant impact on their online self-regulated learning and burnout. Specifically, the experience of learning-related boredom was detrimental to the adoption of self-regulated learning strategies and increased the likelihood of burnout. However, learning-related anxiety, despite being a negative achievement emotion, was positively associated with students’ online self-regulated learning. These findings have important implications for online teaching and learning, particularly in the post-pandemic era.

Critical thinking is widely acknowledged as crucial for 21st century learners to be able to tackle the complex tasks arising every day in a rapidly changing world. Earlier critical thinking research has mostly focused on the related micro-skills, which have been criticized as inadequate. Recent studies have placed more emphasis on nurturing the dispositions towards critical thinking. Another trend in critical thinking research is the realization that good performance on generic critical thinking skills tests does not guarantee critical thinking performance in the real world.
\nIn line with the recent trends in critical thinking development, educators have shown growing interest in fostering critical thinking skills and dispositions in students through collaborative inquiry in authentic problem-solving contexts. However, empirical research that examines students’ critical thinking behavior while they engage in extended collaborative inquiry is rare. Further, it is not clear whether differences in students’ critical thinking abilities contribute to differences in their engagement and learning outcomes in collaborative inquiry.
\nThis study aims to investigate the relationship between students’ critical thinking and the quality of their collaborative inquiry. The study involved a class of secondary two students studying a humanities module through collaborative inquiry involving the use of an online platform. Given the debates over the value of different methods of measuring critical thinking, this study first seeks to explore the relationship between three different critical thinking tests: two standardized surveys on generic skills and dispositions, and a constructed-response test on context-specific skills. Second, this study examines whether students with higher critical thinking scores are better able to apply critical thinking to real-life situations. This is done through analyzing students’ critical thinking behaviors exhibited in the context of authentic problem solving. Third, this study explores the relationship between students’ critical thinking behavior and their knowledge building engagement in the learning process. Finally, this study uses the standardized tests to determine whether there is any significant change in the students’ critical thinking ability after a sustained engagement in collaborative inquiry to tackle an authentic problem.
\nThe analysis revealed a number of interesting findings. First, the three critical thinking tests are related but measure different aspects of critical thinking. Second, compared with traditional standardized surveys, the context-specific critical thinking test is a better indicator of the likelihood of the students to autonomously apply critical thinking in authentic problem-solving contexts. Third, critical thinking behaviors exhibited by students contributed to their engagement in knowledge building. Fourth, there was a statistically significant increase in students’ critical thinking dispositions after the extended collaborative inquiry of an authentic problem.
\nThe study has both theoretical and methodological implications. The study has both theoretical and educational implications. It deepens our understanding of the relationship between critical thinking and computer-supported collaborative inquiry. This study has provided strong evidence that traditional measures of critical thinking cannot predict the quality of students’ critical thinking engagement in authentic problem-solving contexts. Further, it also provides empirical support the theoretical claim that engaging students in knowledge building activities will enhance their critical thinking skills and dispositions.

Control-value theory proposes that achievement emotions impact achievement, and that achievement outcomes (i.e., success and failure) reciprocally influence the development of achievement emotions. Academic buoyancy is an adaptive response to minor academic adversity, and might, therefore, offer protection from achievement being undermined by negative achievement emotions. At present, however, there is little empirical evidence for these hypothesized relations. In this study we examined reciprocal relations between three achievement emotions (enjoyment, boredom, and anxiety) and test performance in the context of mathematics, and whether academic buoyancy moderated relations between these emotions and test performance. Data were collected from 1,242 primary school students (mean age = 9.3 years) over four waves within one school year. Achievement emotions (T1 and T3) and test performance (T2 and T4) were measured alternately. Academic buoyancy was measured at T3. A structural equation model showed negative relations of anxiety to subsequent test performance, and negative relations of test performance to subsequent anxiety. Test performance also predicted enjoyment and boredom, but not vice versa. A latent-interaction structural equation model showed buoyancy moderated relations between anxiety and test performance. Test performance was highest when anxiety was low and buoyancy high. Practitioners should consider using interventions to reduce anxiety and downstream effects on achievement.

Although previous research has underscored the crucial impact of discrete emotions on language learning, scant attention has been given to exploring domain-specific multiple achievement emotions experienced by second/foreign language (L2) learners in digital learning environments. This study aims to bridge the gap by validating a questionnaire to measure multiple achievement emotions experienced by Chinese English as a foreign language (EFL) learners during synchronous online English learning. One primary goal is to investigate the factorial structure and cultural sensitivity of achievement emotions in online English learning. This study further examines the interactions of achievement emotions with self-regulated learning (SRL) strategies and English performance to validate the criterion validity. Data were collected from 371 Chinese EFL students with intermediate to upper-intermediate L2 proficiency. Robust statistical methods, including confirmatory factor analysis and exploratory structural equation modeling (ESEM), were employed to elucidate the internal structure of achievement emotions. Model comparisons confirmed a seven-factor, correlated ESEM model comprising enjoyment, hope, pride, anger, shame-related anxiety, hopelessness, and boredom. Moderate correlations between achievement emotions and SRL strategies highlighted the interconnectedness of cognitive and emotional variables in L2 learning. Notably, this study revealed significant predictive effects of positive activating emotion (i.e. hope) and negative demotivating emotions (i.e. hopelessness and boredom) on English performance. This study concludes that the internal structure of multiple achievement emotions in online learning is embedded with situation-specific and culture-sensitivity characteristics. Moreover, the findings lend empirical support to the control-value theory, which holds that different achievement emotions have a joint and synergistic function in affecting learners’ SRL and academic performance.

Achievement emotions significantly influence students’ well-being, learning quality, and academic performance. This study addresses the overlooked achievement emotions in nursing by investigating their relationship with mindfulness and academic performance, with an emphasis on the mediating effects of achievement emotions. This study employed a cross-sectional design involving 203 nursing students in a university in C province. Participants responded to a survey designed to assess their level of mindfulness, achievement emotions, and academic performance. Structural relationships among mindfulness, achievement emotions, and academic performance were tested using data-driven and computational analyses, including structural equation modeling (SEM) with Mplus 8. In addition, path analysis with bootstrapping was conducted to validate the hypothesized pathways and to examine the mediating effects of achievement emotions. Mindfulness was positively related to positive achievement emotions and negatively related to negative achievement emotions. While positive achievement emotions enhanced academic performance, negative achievement emotions had an adverse effect. However, mindfulness did not directly influence academic performance. Notably, achievement emotions served as a complete mediator in the association between mindfulness and academic performance. The results suggest that mindfulness benefits nursing students’ academic performance by amplifying positive achievement emotions and diminishing negative ones. The mediation effect highlights the importance of achievement emotions in nursing education, highlighting the necessity of educational programs that enhance students’ emotional experiences. These findings can serve as a crucial foundation for designing initiatives fostering mindfulness, achievement emotions, and effective learning among nursing students.

Speech-language pathologists use critical thinking on a daily basis to identify, evaluate, and implement evidence-based practices with their clients. Currently, however, there are minimal data describing the critical thinking of undergraduate students in the field of communication sciences and disorders. Without these data, it is unclear if and how students’ critical thinking differs at various points during their pre-service training. In the present study, we used the Cornell Critical Thinking Test – Level Z to describe the general critical thinking skills of 142 undergraduate students enrolled in two lower- (n = 95) and upper- (n = 47) level courses at a single university. We found no statistically significant differences between these two groups on the CCTT regarding their overall critical thinking performance (p = .068) or their skills of induction (p = .970), deduction (p = .160), observation (p = .384), assumptions (p = .342), or meaning interpretation (p = .155). Upper-level students, however, did consistently score slightly higher than their lower-level counterparts. Faculty should continue to develop undergraduate students’ critical thinking during their course of study. Although critical thinking appears to develop over the course of students’ undergraduate careers, formal instruction might be necessary to develop the skills necessary for successful practice as speech-language pathologists.

Review question/objective The review objective is to synthesize the best available evidence on the effectiveness of teaching strategies for the development of critical thinking among nursing undergraduate students. The review question is: What is the effectiveness of teaching strategies in promoting the development of critical thinking in undergraduate nursing students? Inclusion criteria Types of participants This review will consider studies on undergraduate students at any year level of a nursing program. Undergraduate nursing students from any country, and any undergraduate baccalaureate or baccalaureate equivalent course will also be considered. Types of intervention(s)/phenomena of interest The interventions which this review will examine include, but are not limited to, problem-based learning, case study, simulation, conceptual maps, and other teaching methods that specifically address the teaching and development of critical thinking. The review will consider teaching strategies (individuals and/or groups) which were used with undergraduate students in nursing to promote the development of critical thinking. Only studies that implemented and evaluated the effectiveness of such strategies will be included. Comparator/control intervention(s) This systematic review will compare studies using in the intervention group any teaching strategies and using in the control group any teaching strategies OR traditional teaching OR no specific intervention. Types of outcomes This review will consider studies that include critical thinking as an outcome measure. It will include but not be limited to studies that assess skills in inference, recognition of assumptions, deduction, interpretation and evaluation, analysis skills, induction, deduction and, critical response development. The specific instruments will include the Watson-Glaser Critical Thinking Appraisal instrument, the California Critical Thinking Skills Test, The Cornell Critical Thinking Test, The Ennis Weir Critical Thinking Essay, and the California Critical Thinking Disposition Inventory.

This study aims to determine students' mathematical critical thinking skills in terms of gender differences. This research was conducted in March 2023 in class VII junior high school. The subjects of this study consisted of 6 people, including 3 male students and 3 female students. Based on the gender of each student, they are then grouped into 2 people with high ability categories, 2 people with medium ability categories, and 2 people with low ability categories. This type of research is a descriptive research. Data collection techniques were carried out using a written test consisting of 2 questions, by interview and documentation. Data analysis techniques consist of three stages, namely data is data reduction, data presentation, and drawing conclusions. Test the validity of the data using method triangulation techniques and data source triangulation. The results showed that students with high abilities could work on critical thinking test questions and covered all the indicators. In contrast, students with moderate abilities still needed to be able to work on mathematical critical thinking test questions well according to the criteria for critical mathematical thinking. Students with low abilities have yet to be able to do well on the mathematical critical thinking test according to the criteria of critical mathematical thinking. No significant difference exists between how to solve the test questions for male and female students in each ability category

The importance of developing and assessing student critical thinking at university can be seen through its inclusion as a graduate attribute for universities and from research highlighting the value employers, educators and students place on demonstrating critical thinking skills. Critical thinking skills are seldom explicitly assessed at universities. Commercial critical thinking assessments, which are often generic in context, are available. However, literature suggests that assessments that use a context relevant to the students more accurately reflect their critical thinking skills. This paper describes the development and evaluation of a chemistry critical thinking test (the Danczak–Overton–Thompson Chemistry Critical Thinking Test or DOT test), set in a chemistry context, and designed to be administered to undergraduate chemistry students at any level of study. Development and evaluation occurred over three versions of the DOT test through a variety of quantitative and qualitative reliability and validity testing phases. The studies suggest that the final version of the DOT test has good internal reliability, strong test–retest reliability, moderate convergent validity relative to a commercially available test and is independent of previous academic achievement and university of study. Criterion validity testing revealed that third year students performed statistically significantly better on the DOT test relative to first year students, and postgraduates and academics performed statistically significantly better than third year students. The statistical and qualitative analysis indicates that the DOT test is a suitable instrument for the chemistry education community to use to measure the development of undergraduate chemistry students’ critical thinking skills.

Verbal reports of examinees' thinking on multiple‐choice critical thinking test items can provide useful validation data only if the verbal reporting does not change the course of examinees' thinking and performance. Using a completely randomized factorial design, 343 senior high school students were divided into five groups. In four of the groups, different procedures were used to elicit students' thinking as they worked through Part A of a critical thinking test of observation appraisal (Norris & King, 1983). In the control group, students took the same test in paper‐and‐pencil format. There were no significant differences in test performance among the five groups nor in the quality of thinking among the four groups from whom verbal reports of thinking were elicited. These results are evidence that verbal reports of thinking can meet one of the necessary conditions of useful validation data—namely, that collecting the data does not alter examinees' thinking and performance. Some analyses found significant interviewer main effects and sex‐by‐interviewer and elicitation‐level‐by‐interviewer‐by‐sex‐by‐grade interaction effects. Analysis of these interactions suggested that the role of the interviewer might limit the generality of the technique.

Objective: The objective of this study was to model academic well-being based on self-regulated learning and critical thinking, with the mediating role of academic motivation, among female upper secondary school students with maladaptive mobile phone dependence. Methods and Materials: This applied study employed a correlational design using structural equation modeling. The statistical population consisted of all female students enrolled in the second cycle of upper secondary education in Tabriz during the 2023–2024 academic year. Using Cochran’s formula and an accessible sampling method, 376 students identified as maladaptive mobile phone users through a screening questionnaire were selected. Data were collected using standardized instruments measuring maladaptive mobile phone dependence, academic well-being, academic motivation, self-regulated learning, and critical thinking. Descriptive statistics were used to summarize the data, and Pearson correlation coefficients were calculated to examine initial relationships among variables. Structural equation modeling was conducted using AMOS software to test the proposed model and to estimate direct and indirect effects. Findings: Structural equation modeling indicated an acceptable fit of the proposed model to the data (χ²/df = 1.68, CFI = 0.95, TLI = 0.94, RMSEA = 0.042). Self-regulated learning had significant direct effects on academic motivation (β = 0.44, p < .001) and academic well-being (β = 0.26, p < .001). Critical thinking also showed significant direct effects on academic motivation (β = 0.37, p < .001) and academic well-being (β = 0.20, p = .002). Academic motivation exerted a strong direct effect on academic well-being (β = 0.49, p < .001). In addition, academic motivation partially mediated the relationships between self-regulated learning and academic well-being, as well as between critical thinking and academic well-being. Conclusion: The findings highlight the central role of academic motivation in linking self-regulated learning and critical thinking to academic well-being, suggesting that strengthening cognitive regulation and higher-order thinking skills can enhance students’ academic well-being, particularly among those with maladaptive mobile phone dependence.

Social media use has grown tremendously and has led to research in terms of its addictive power. The purpose of this study was to explore the link among social media addiction, critical thinking, and achievement emotions. Using path analysis, a sample was drawn from 229 university students. The results indicated that social media addiction has a strong negative relationship with achievement emotions and a weak negative relationship with critical thinking. Critical thinking has a weak positive relationship with achievement emotions. The final model with critical thinking and social media addiction explains 27% of the variance of achievement emotions. This indicates that students should exercise care with their social media use as individuals who agree with statements indicating addiction also agree with statements related to having negative emotions towards achievement in an academic context.

This study aims to determine the mathematical critical thinking and communication skills of high school students in trigonometry materials. This research uses descriptive qualitative approach. Subjects were randomly selected from 10th grade as many as five students. The instrument used was a test of critical thinking skills, communication, and non-tests in the form of an attitude scale questionnaire of 16 statements. The results showed that students had critical thinking skills and communication in the low category. Students are not able to complete trigonometry questions completely. This is because students are poorly trained in solving trigonometric problems with non-routine questions. Based on the findings, it can be concluded that: (1) mathematical critical thinking skills of five students of class X on trigonometry material are still relatively low. (2) Mathematical communication skills of five students of class X on trigonometry are still relatively low. (3) There is a relationship between critical thinking skills and mathematical communication of students. (4) And students’ attitudes toward mathematics learning, tests of mathematical critical thinking, and communication skills on trigonometric material are good. So the critical thinking skills and mathematical communication of five students in trigonometry material are still lacking because students have difficulty in modeling trigonometry problems, and stuck with modification questions because many students are not able to complete the answers to the questions given.