Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students

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.

Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

“…This result is consistent with prior evidence from this line of research (de la Fuente et al, 2017b), as well as from other studies (Holinka, 2015;Collie et al, 2019). On the other hand, analysis of the combined effect of the variables showed two independent main effects, both from SR and from RT, but did not show a crossover interaction, consistently with previous evidence on the effect of these two variables on coping strategies (de la Fuente et al, 2017bFuente et al, , 2019. Finally, when analyzing a graded increase in the combination level (scale of 1-5), the results are very consistent with the idea that the combination of the two types of regulation (person × context) significantly predicts a decrease in emotionfocused strategies and an increase in problem-focused strategies.…”

“…Human learning takes its shape when the individual's self-regulating ability (SR) and the external regulatory features of the context (ER) are combined. Five types of interactions are possible (de la Fuente et al, 2019). According to this principle, coping strategies are predisposed by mediating factors, both internal (self-regulation, SR: levels 1-3) and external (external regulation, ER: levels 1-3).…”

A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism

“…These results are consistent with prior evidence that has established associations between positive emotionality and self-regulation, and between negative emotionality and a lack of selfregulation [47][48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64][65][66]. Results presented in this research study also reveal the specific strategic coping behaviors that are associated with students' emotions and their ultimate emotional state of engagement vs. burnout, suggesting that coping strategies are a meta-emotional variable, or, as their name implies, a behavioral strategy, adjusted or maladjusted, for managing emotions.…”

“…This result is highly interesting, because it suggests that the teaching process is involved. Although the teaching process is not the object of this analysis, recent evidence shows that teaching does play its role, and university students' emotional state is the combined product of students' personal characteristics and contextual characteristics [66,67]. The proposed model, however, was fulfilled in the testing situation.…”

Influence of COVID-19 on the Perception of Academic Self-Efficacy, State Anxiety, and Trait Anxiety in College Students

“…A subsequent study confirmed the influence that academic self-efficacy and emotions have on the academic success of university students. Thus, higher levels of positive emotionality were related to higher levels of success ( De la Fuente et al, 2019 ).…”