Students’ emotions: A key component of self-regulated learning?

Publisher Summary Originally, self-regulation was almost exclusively perceived as the regulation of cognitive processes resulting in an emphasis on higher order information processing and metacognition. Motivational and affective factors were considered minor components in explaining students' learning behavior and results. Although the conception of (self-regulated) learning and competence has broadened over the years to include conative and affective components next to cognitive ones, the research field is still struggling to come to a balanced understanding of the nature and role of these different components. Traditionally, the role of specific affective variables (emotions, feelings, moods) in school learning has been hardly studied, with the exception of anxiety. In the last 15 years, however, several scholars from all over the world have reported research that analyzes the role of emotions and feelings in school and academic contexts. This chapter presents a research program to investigate the role of emotions in students' (self-regulated) learning in the mathematics classroom. The chapter discusses how the integration of a socio-constructivist perspective on (mathematics) learning and a component systems approach of emotions provides a comprehensive theoretical framework for the study of the role of emotions in the mathematics classroom.

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