Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students.

FUENTE, JESÚS DE LA; MARTINEZ-VICENTE, JOSÉ; PERALTA-SANCHEZ, FRANCISCO; GARZÓN-UMERENKOVA, ANGÉLICA; PAOLONI, PAOLA V.

Frontiers in Psychology

Frontiers Media SA

Lugar: New York; Año: 2019 vol. 10 p. 1 - 17

1664-1078

The SRL vs.ERL Theory predicts that a student?s own self-regulation and theregulatory nature of the context are factors that jointly determine the student?s level ofmotivational-affective variables. However, this principle has not yet been verified in thecase of achievement emotions. The aim of this research was to test this prediction, withthe hypothesis that students? level of self-regulation (low-medium-high), in interactionwith the regulatory nature of the teaching (low-medium-high), would determine positiveor negative emotions as well as the degree of burnout/engagement. A total of 440university students completed validated questionnaires on self-regulation; regulatoryteaching; achievement emotions in class, in study and in testing situations; and onburnout/engagement. Using a quasi-experimental design by selection, ANOVAs andMANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level ofself-regulation and the level of external regulation jointly determined university students?level of achievement emotions, as well as their level of burnout/engagement. Based onthese results, a five-level progressive scale was configured. We conclude that this scalemay be useful and adequate as a heuristic technique or model for understanding andanalyzing the type of student-teacher interaction that is taking place in the universityclassroom, and thereby learn the probability of stressful effects and the students? levelof emotional health