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http://dx.doi.org/10.22156/CS4SMB.2018.8.4.231

The Influence of College Students' Achievement Emotions on their self-regulated learning strategies and self-handicapping strategies  

Song, Yun-Hee (College of Liberal Arts, Anyang University)
Publication Information
Journal of Convergence for Information Technology / v.8, no.4, 2018 , pp. 231-236 More about this Journal
Abstract
There has been a notable increased interest of the study of emotions in educational contexts. The purpose of this study was to analyze predicting emotional variables of self-regulated learning strategies and self-handicapping strategies with the university students. Participants were 143 students of undergraduates at A University and B University. Collected data were analyzed by correlation analysis and regression analysis, respectively. It turned out that class related emotions, learning related emotions, and test emotions predicted self-handicapping strategies negatively. However, achievement emotions didn't predict self-regulated learning strategies. The result of this study will provide the theoretical basis and practical usefulness of academic emotions.
Keywords
achievement emotion; class related emotions; learning related emotions; test emotions; self-regulated learning strategies; self-handicapping strategies;
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