The mediational pathway among academic emotions, self-regulated learning, and academic motivation with academic achievement of high school students

Abstract

AIM: The present study was undertaken to evaluate the causal relationship between academic emotions, self-regulated learning and academic motivation, and students' academic achievements. METHODS: According to Morgan table, the participants consisted of 381 high school students who were selected using cluster random sampling method. Data were collected with the use of academic emotion questionnaire (Pekrun, Goetz and Frenzel, 2005), self-regulated learning scale (Pintrich and DeGroot, 1990), academic motivation scale (Harter, 1981), academic motivation scale, and students' mean grades and analyzed with Pearson's correlation coefficient and path analysis statistical methods. Data were analyzed with LISREL 8.54 software program. RESULTS: The results showed that positive academic emotions had a direct, positive, and significant effect, and negative academic emotions had a direct, negative, and significant effect on self-regulated learning and academic motivation. Self-regulated learning had a direct, positive, and significant effect on academic achievements; however, academic motivation did not have a direct and significant effect on academic achievements. In addition, positive and negative academic emotions had no indirect and significant effect on academic achievements through academic motivation. The variable academic motivation was not a good mediator between positive and negative academic emotions and academic achievements. Positive academic emotions had an indirect, positive, and significant effect and negative academic emotions had an indirect, negative, and significant effect on academic achievements through self-regulated learning. CONCLUSION: The variable self-regulated learning was a good mediator between positive and negative academic emotions and academic achievements. Based on the results, emphasis is placed on the importance of the effect of academic emotions and self-regulated learning on academic achievements.