What Students Feel in School Influences the Strategies They Use for Learning: Academic Emotions and Cognitive/Meta-Cognitive Strategies | Zendy

Ronnel B. King | Zendy; Shaljan Areepattamannil | Zendy

Open Access

What Students Feel in School Influences the Strategies They Use for Learning: Academic Emotions and Cognitive/Meta-Cognitive Strategies

Author(s) -

Ronnel B. King,

Shaljan Areepattamannil

Publication year - 2014

Publication title -

journal of pacific rim psychology

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.446

H-Index - 15

ISSN - 1834-4909

DOI - 10.1017/prp.2014.3

Subject(s) - boredom , psychology , metacognition , cognition , pride , anger , shame , anxiety , developmental psychology , clinical psychology , social psychology , neuroscience , psychiatry , political science , law

The aim of this study was to investigate how academic emotions were related to cognitive and metacognitive strategy use. Secondary school students ( N = 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.

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