Enjoyment and pride were both positive predictors of grades; more importantly, both moderated the relationship between self-regulation and grades. For students who report higher levels of both positive emotions, self-regulation was positively associated with grades. However, for those who report lower levels of pride, self-regulation was not related to grades; and, for those who reported lower levels of enjoyment, self-regulation was negatively related to grades. The results are discussed in terms of how positive emotions indicate positive appraisals of task/outcome value, and thus enhance the positive links between cognitive/motivational variables and learning.

This study reports the relationships between self-regulation (SR), math self-efficacy, math interest, and three types of pupils' mathematics achievement. The sample included 14-16-year-old students in the 9th grade (out of 11) educated in seven standard and enhanced curricula schools in Russia (N = 318). Significant correlations were found between the studied constructs and various types of pupils' mathematics achievement. SR proved to be a significant predictor for higher indicators in both year math grade and for solving specific mathematical tasks. Whereas the constructs math self-efficacy and math interest are relevant to different kinds of mathematics achievements, math self-efficacy is a significant predictor for successful solving specific mathematical tasks, math interest is for the year math grade. In addition, the general level of SR acts as a mediator of the links between math interest and year math grade.

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