English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study aims to underline the importance of school-based social-emotional learning (SEL) by exploring the relationship between self-regulated learning (SRL) strategies and science achievement with a moderator of students’ emotional skills. In previous studies, SEL scholars have paid attention to explaining the complicated relationships among the social, emotional, and cognitive development of school-aged children. Based on the SEL framework, this study investigated the moderating effect of emotional skills on students’ SRL strategies and science achievement with 79 sixth-grade students in South Korea. Students’ emotional regulation was a significant moderator of all the subfactors in SRL and science performance. Notably, motivational beliefs in SRL strategies are linked to higher science achievement. The findings support the idea of a SEL approach that posits that social and emotional variables are related to students’ science achievement, which invites the consideration of how these emotional skills can assist students to become better prepared learners.

Students’ self-regulated learning strategies and science achievement: exploring the moderating effect of learners’ emotional skills