The exploration of a ‘model’ for understanding the contribution of emotion regulation to students learning. The role of academic emotions and sense of coherence

Abstract The present study is exploring a pathway connecting emotion regulation with academic progress. Specifically, the pattern through which implicated in learning and progress emotions sense of coherence. This cross-sectional involves 406 undergraduate social science students recruited from university western Greece. Participants anonymously voluntarily completed number self-report measures. Emotion Regulation Questionnaire, Sense Coherence Scale, Student Experience Emotions Inventory Approaches to Learning Studying Inventory, were used measure regulation, coherence, emotional experiences approaches learning, respectively. Α four-stage model was tested structural equation modelling techniques. In particular, examined associations between emotions, analysis revealed pathways these appear be maintained driven by regulation. associated students’ that turn are linked Both positive negative play role enabling an adaptive approach learning. Moreover, coherence may serve as important meta-cognitive factor process more effectively. findings discussed light recent literature.