View in EDS HTML Full Text PDF Full Text

The mediating role of self-regulatory emotions in the relationship between peer coaching and student learning in higher education.

Saved in:
Bibliographic Details
Title: The mediating role of self-regulatory emotions in the relationship between peer coaching and student learning in higher education.
Authors: Hui, Ray Tak-yin, Sue-Chan, Christina
Source: Studies in Higher Education. Nov2024, Vol. 49 Issue 11, p2279-2296. 18p.
Subjects: Self-regulated learning, Learning, Higher education, Undergraduates, Structural equation modeling
Abstract: Drawing on Bandura's (1986. Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice Hall) social cognitive theory, this study examines the relationship between peer coaching and students' learning performance, mediated by self-regulatory emotions, in a higher education setting. In a longitudinal field study, data was collected from 297 undergraduate students enrolled at a government-funded university in Hong Kong, and was analyzed using structural equation modeling (SEM). The findings reveal significant associations between facilitation and guidance coaching, as well as their interactive effects, and four self-regulatory emotions: cheerfulness, dejection, quiescence, and agitation. Importantly, the two coaching styles indirectly influence students' learning performance through the mediating effects of dejection and agitation. This research contributes to existing knowledge by illuminating the theoretical and practical implications of academic coaching, students' emotions, and learning in higher education. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education 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.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 180733078
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The mediating role of self-regulatory emotions in the relationship between peer coaching and student learning in higher education.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hui%2C+Ray+Tak-yin%22">Hui, Ray Tak-yin</searchLink><br /><searchLink fieldCode="AR" term="%22Sue-Chan%2C+Christina%22">Sue-Chan, Christina</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Nov2024, Vol. 49 Issue 11, p2279-2296. 18p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Drawing on Bandura's (1986. Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice Hall) social cognitive theory, this study examines the relationship between peer coaching and students' learning performance, mediated by self-regulatory emotions, in a higher education setting. In a longitudinal field study, data was collected from 297 undergraduate students enrolled at a government-funded university in Hong Kong, and was analyzed using structural equation modeling (SEM). The findings reveal significant associations between facilitation and guidance coaching, as well as their interactive effects, and four self-regulatory emotions: cheerfulness, dejection, quiescence, and agitation. Importantly, the two coaching styles indirectly influence students' learning performance through the mediating effects of dejection and agitation. This research contributes to existing knowledge by illuminating the theoretical and practical implications of academic coaching, students' emotions, and learning in higher education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Studies in Higher Education 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=180733078
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03075079.2023.2298816
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 2279
    Subjects:
      – SubjectFull: Self-regulated learning
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Undergraduates
        Type: general
      – SubjectFull: Structural equation modeling
        Type: general
    Titles:
      – TitleFull: The mediating role of self-regulatory emotions in the relationship between peer coaching and student learning in higher education.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hui, Ray Tak-yin
      – PersonEntity:
          Name:
            NameFull: Sue-Chan, Christina
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 03075079
          Numbering:
            – Type: volume
              Value: 49
            – Type: issue
              Value: 11
          Titles:
            – TitleFull: Studies in Higher Education
              Type: main
ResultId 1