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Exploring relations among self-regulated learning, achievement emotions and academic achievement in secondary school students
Author
Chong, Prisca Fong Yee
Supervisor
Chye, Stefanie Yen Leng
Abstract
Self-regulated learning (SRL) and achievement emotions are thought to have an impact on students’ achievement and how they learn in academic settings (Mega, Ronconi & De, 2014; Pintrich & De Groot, 1990; Villavicencio & Bernardo, 2013; Zimmerman & Martinez-Pons, 1986, 1988). Having an understanding of the emotions students experience and the strategies they employ in academic contexts would help educators in providing more engaging learning experiences for students. It is with this desire to support the students more effectively that the current study was constructed and implemented.
This present study explored the link among SRL, achievement emotions and academic achievement in 202 secondary school students in Singapore. The Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia & McKeachie, 1991) was used to measure students’ perception of SRL relating to motivation and learning strategies in English and mathematics classes. The Achievement Emotions Questionnaire (AEQ) (Pekrun, Goetz & Perry, 2005) was used to provide evidence about students’ enjoyment, hope and pride in the English and mathematics classes. MANOVA was conducted on all the scales of the MSLQ (Pintrich et al., 1991) and AEQ (Pekrun et al., 2005) to examine mean differences between genders, streams and grade levels. To determine whether SRL and achievement emotions predicted students’ academic scores in English and mathematics, multiple regression analysis was used to analyse the set of data.
The findings of this study revealed that the differences between genders as well as between academic streams in SRL and achievement emotions were significant. Students’ SRL was found to be significantly different between genders in organisation strategy for both English and mathematics with females reporting higher level. Females also reported higher levels of intrinsic and extrinsic goal orientation, task value, test anxiety, time and study environment, and rehearsal in mathematics class. Differences between streams (Express and Normal Academic stream) in students’ SRL were significant with the Normal Academic stream reporting higher levels in rehearsal and peer learning in mathematics class. Differences in achievement emotions were found between academic streams with the Normal Academic stream reporting higher levels of enjoyment in both English and mathematics classes. SRL and achievement emotions were significantly correlated with academic performance for both English and mathematics. Multiple regression analysis showed SRL and achievement emotions significantly predicting academic performance. Implications from this study and the limitations were discussed.
This study offers useful implications for educators. As also shown in other studies, SRL is associated with learning outcomes. These findings suggest that it is of value to build students’ SRL capacities through explicit instruction and to create opportunities for students to practise those strategies. Research has shown that achievement emotions impact achievement. Therefore, educators are encouraged to ensure that the classroom environment promotes active participation and facilitates positive learning experiences that allow students to make mistakes. This is particularly important in a competitive education landscape, such as Singapore where students are streamed based on their academic performance.
This present study explored the link among SRL, achievement emotions and academic achievement in 202 secondary school students in Singapore. The Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia & McKeachie, 1991) was used to measure students’ perception of SRL relating to motivation and learning strategies in English and mathematics classes. The Achievement Emotions Questionnaire (AEQ) (Pekrun, Goetz & Perry, 2005) was used to provide evidence about students’ enjoyment, hope and pride in the English and mathematics classes. MANOVA was conducted on all the scales of the MSLQ (Pintrich et al., 1991) and AEQ (Pekrun et al., 2005) to examine mean differences between genders, streams and grade levels. To determine whether SRL and achievement emotions predicted students’ academic scores in English and mathematics, multiple regression analysis was used to analyse the set of data.
The findings of this study revealed that the differences between genders as well as between academic streams in SRL and achievement emotions were significant. Students’ SRL was found to be significantly different between genders in organisation strategy for both English and mathematics with females reporting higher level. Females also reported higher levels of intrinsic and extrinsic goal orientation, task value, test anxiety, time and study environment, and rehearsal in mathematics class. Differences between streams (Express and Normal Academic stream) in students’ SRL were significant with the Normal Academic stream reporting higher levels in rehearsal and peer learning in mathematics class. Differences in achievement emotions were found between academic streams with the Normal Academic stream reporting higher levels of enjoyment in both English and mathematics classes. SRL and achievement emotions were significantly correlated with academic performance for both English and mathematics. Multiple regression analysis showed SRL and achievement emotions significantly predicting academic performance. Implications from this study and the limitations were discussed.
This study offers useful implications for educators. As also shown in other studies, SRL is associated with learning outcomes. These findings suggest that it is of value to build students’ SRL capacities through explicit instruction and to create opportunities for students to practise those strategies. Research has shown that achievement emotions impact achievement. Therefore, educators are encouraged to ensure that the classroom environment promotes active participation and facilitates positive learning experiences that allow students to make mistakes. This is particularly important in a competitive education landscape, such as Singapore where students are streamed based on their academic performance.
Date Issued
2020
Call Number
LB1066 Cho
Date Submitted
2020