Emotions in self-regulated learning: A critical literature review and meta-analysis
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Emotion has been recognized as an important component in the framework of self-regulated learning (SRL) over the past decade. Researchers explore emotions and SRL at two levels. Emotions are studied as traits or states, whereas SRL is deemed functioning at two levels: Person and Task × Person. However, limited research exists on the complex relationships between emotions and SRL at the two levels. Theoretical inquiries and empirical evidence about the role of emotions in SRL remain somewhat fragmented. This review aims to illustrate the role of both trait and state emotions in SRL at Person and Task × Person levels. Moreover, we conducted a meta-analysis to synthesize 23 empirical studies that were published between 2009 and 2020 to seek evidence about the role of emotions in SRL. An integrated theoretical framework of emotions in SRL is proposed based on the review and the meta-analysis. We propose several research directions that deserve future investigation, including collecting multimodal multichannel data to capture emotions and SRL. This paper lays a solid foundation for developing a comprehensive understanding of the role of emotions in SRL and asking important questions for future investigation.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.008 | 0.002 |
| Bibliometrics | 0.004 | 0.010 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.005 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it