Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students
Abstract
The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the...
Paper Details
Title
Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students
Published Date
Sep 18, 2019
Journal
Volume
10
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