Artikel
Profiles of emotional and motivational self-regulation following errors: Associations with learning
Reindl, M., Dresel, M. & Tulis, M. (2020). Profiles of emotional and motivational self-regulation following errors: Associations with learning, Learning and Individual Differences Volume 77.DOI: 10.1016/j.lindif.2019.101806
Abstract
University students may combine regulation strategies differently in response to a specific learning situation, namely after making errors. Strategy combinations may differ in how they support students' learning. These assumptions were investigated based on a sample of 469 German university students (undergraduate teacher trainees). Using latent profile analysis, we identified three distinct profiles with different values of cognitive reappraisal, mastery self-talk, performance-approach self-talk, and rumination following errors: The ‘goal-directed learners’, the ‘worried performers’, and the ‘inhibited ruminators’. Moreover, we found that the strategy combinations differed in adaptivity regarding learning-strategy use, effort, self-efficacy, and adaptive dealing with errors. Practical implications for teacher education are discussed.
Sprache: Englisch
Art der Begutachtung: Peer Review
Print: Nein
Online: Nein
Datenmedium: Keine Angabe
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