What Students Feel in School Influences the Strategies They Use for Learning: Academic Emotions and Cognitive/Meta-Cognitive Strategies. (13th May 2014)

• Record Type: Journal Article
• Authors: King, Ronnel B.; Areepattamannil, Shaljan
• Is Part Of: Journal of Pacific Rim psychology. Volume 8:Number 1(2014:Jun.)
• Page Start: 18
• Page End: 27
• Publication Date: 2014-05-13
• Subjects: Psychology -- Oceania -- Periodicals; Psychology -- Islands of the Pacific -- Periodicals; Psychology -- Periodicals; 150.99
• DOI: 10.1017/prp.2014.3
• Languages: English
• ISSNs: 1834-4909

Abstract

<abstract abstract-type="normal"> <title> <x content-type="archive" xml:space="preserve">Abstract</x> </title> <p>The aim of this study was to investigate how academic emotions were related to cognitive and metacognitive strategy use. Secondary school students (<italic>N</italic> = 1, 147) participated in this study and answered relevant questionnaires on academic emotions (enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom) and the use of various cognitive (elaboration, organisation, and rehearsal) and metacognitive strategies (planning, monitoring, regulating). Results of the analyses indicated that students who experienced positive emotions were more likely to use different types of cognitive and metacognitive strategies. Negative academic emotions were found to be non-significant predictors of strategy use. Implications are discussed.</p> </abstract>