The influence of emotions and learning preferences on learning strategy use before transition into high-achiever track secondary school.
Saved in:
| Title: | The influence of emotions and learning preferences on learning strategy use before transition into high-achiever track secondary school. |
|---|---|
| Authors: | Obergriesser, Stefanie (AUTHOR), Stoeger, Heidrun (AUTHOR) |
| Source: | High Ability Studies. Jun2016, Vol. 27 Issue 1, p5-38. 34p. 1 Diagram, 8 Charts, 2 Graphs. |
| Subjects: | Learning strategy instruction, Academic achievement, Cognitive styles, Secondary school students, Autodidacticism |
| Abstract: | Research on the relationships between students’ achievement emotions and their (self-regulated) learning behavior is growing. However, little is known about the relationships between students’ learning preferences and achievement emotions and the extent to which these influence learning strategies. In this study we, first, looked at the learning-style preferences (self-regulated, externally regulated, or impulsive learning) of 200 fourth graders who were about to start high-achiever track secondary school in Germany in the following school year. Second, we analyzed whether students who prefer self-regulated learning, externally regulated learning, or impulsive learning differ concerning the achievement emotions of enjoyment, anger, boredom, and anxiety. Third, we examined whether the degree to which students prefer self-regulated learning in combination with their achievement emotions predicts if and how students actually apply various aspects of self-regulated learning such as cognitive learning strategies, goal setting, and strategy monitoring during their learning. Fourth, we explored whether achievement emotions mediate relationships between more or less successful learning and subsequent learning behavior. Students in our sample did not prefer a self-regulated learning style over an externally regulated or impulsive learning style; and achievement emotions were shown to be related to students’ learning-style preferences. Students’ preference for self-regulated learning in combination with their achievement emotions predicted various aspects of their learning. However, achievement emotions did not mediate changes in learning behavior found after less successful learning. [ABSTRACT FROM AUTHOR] |
| Copyright of High Ability Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 119092589 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The influence of emotions and learning preferences on learning strategy use before transition into high-achiever track secondary school. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Obergriesser%2C+Stefanie%22">Obergriesser, Stefanie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stoeger%2C+Heidrun%22">Stoeger, Heidrun</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22High+Ability+Studies%22">High Ability Studies</searchLink>. Jun2016, Vol. 27 Issue 1, p5-38. 34p. 1 Diagram, 8 Charts, 2 Graphs. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Learning+strategy+instruction%22">Learning strategy instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+styles%22">Cognitive styles</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br /><searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research on the relationships between students’ achievement emotions and their (self-regulated) learning behavior is growing. However, little is known about the relationships between students’ learning preferences and achievement emotions and the extent to which these influence learning strategies. In this study we, first, looked at the learning-style preferences (self-regulated, externally regulated, or impulsive learning) of 200 fourth graders who were about to start high-achiever track secondary school in Germany in the following school year. Second, we analyzed whether students who prefer self-regulated learning, externally regulated learning, or impulsive learning differ concerning the achievement emotions of enjoyment, anger, boredom, and anxiety. Third, we examined whether the degree to which students prefer self-regulated learning in combination with their achievement emotions predicts if and how students actually apply various aspects of self-regulated learning such as cognitive learning strategies, goal setting, and strategy monitoring during their learning. Fourth, we explored whether achievement emotions mediate relationships between more or less successful learning and subsequent learning behavior. Students in our sample did not prefer a self-regulated learning style over an externally regulated or impulsive learning style; and achievement emotions were shown to be related to students’ learning-style preferences. Students’ preference for self-regulated learning in combination with their achievement emotions predicted various aspects of their learning. However, achievement emotions did not mediate changes in learning behavior found after less successful learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of High Ability Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=119092589 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13598139.2015.1100980 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 34 StartPage: 5 Subjects: – SubjectFull: Learning strategy instruction Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Cognitive styles Type: general – SubjectFull: Secondary school students Type: general – SubjectFull: Autodidacticism Type: general Titles: – TitleFull: The influence of emotions and learning preferences on learning strategy use before transition into high-achiever track secondary school. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Obergriesser, Stefanie – PersonEntity: Name: NameFull: Stoeger, Heidrun IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 13598139 Numbering: – Type: volume Value: 27 – Type: issue Value: 1 Titles: – TitleFull: High Ability Studies Type: main |
| ResultId | 1 |
