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[New coping-model of self-regulated learning]
1Department of Educational Psychology, Faculty of Education, Tokyo Gakugei University, Nukui-kita, Koganei 184-8501.
Shinrigaku Kenkyu : the Japanese Journal of Psychology
|March 8, 2005
Summary
This study introduces a new coping model for self-regulated learning, integrating emotional regulation and learning strategies. Findings suggest achievement goals and meta-emotions impact emotional reactions and coping strategies in schoolchildren.
Area of Science:
- Educational Psychology
- Cognitive Science
Context:
- Self-regulated learning is crucial for academic success.
- Existing models often lack comprehensive integration of emotional and cognitive factors.
- Understanding the interplay between emotions and learning strategies is vital for effective interventions.
Purpose:
- To propose and validate a novel coping model for self-regulated learning.
- To investigate the influence of achievement goals and meta-emotions on emotional regulation and coping strategies.
- To examine the role of meta-emotion variables in intervention design for learning.
Summary:
- A new coping model was developed, integrating emotional regulation, learning strategies, and meta-emotions.
- A questionnaire study with 193 schoolchildren provided empirical support for the proposed model.
- The model posits that achievement goals and meta-emotions influence emotional reactions, which subsequently affect coping strategies.
Impact:
- Provides a more holistic framework for understanding self-regulated learning.
- Offers potential for developing targeted interventions to improve students' emotional regulation and learning outcomes.
- Highlights the importance of considering meta-emotional aspects in educational psychology research and practice.