Please use this identifier to cite or link to this item:
Title: Regulating emotions and learning motivation in higher education students
Authors: Alonso-Tapia, Jesús
Abello, Diana M.
Panadero, Ernesto
Keywords: Motivation in education
Learning, Psychology of
Educational technology
Education, Higher
Issue Date: 2020
Publisher: University of Malta. Centre for Resilience & Socio-Emotional Health
Citation: Alonso-Tapia, J., Abello, D. M., & Panadero, E. (2020). Regulating emotions and learning motivation in higher education students. International Journal of Emotional Education, 12(2), 73-89.
Abstract: This study has a two-fold objective: First, to adapt and validate the Emotions and Motivation Self-Regulation Questionnaire (EMSR-Q) with university students in Colombia, and secondly, to verify whether the relationship model between emotional and motivational self-regulation and academic performance coincides with what was initially proposed by the questionnaire’s authors. A total of 644 higher education students participated in the study. To test the questionnaire’s structural validity and generalizability across cultures and educational levels, confirmatory factor and cross validation analyses were carried out. Besides, to test its predictive validity, a multiple linear regression analysis was carried out. Results showed that the data fit the model well, that the scales of the questionnaire have adequate reliability, and that negative self- regulation of stress and avoidance-oriented self-regulation related negatively and significantly to academic performance. The results support the emotion and motivation self-regulation model proposed by the authors.
ISSN: 20737629
Appears in Collections:IJEE, Volume 12 Issue 2
IJEE, Volume 12 Issue 2

Files in This Item:
File Description SizeFormat 
v12i2p5.pdf980.44 kBAdobe PDFView/Open

Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.