BACKGROUND Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models, particularly with negative emotions. AIMS The study teste...

A growing body of research suggests that behavioral self-regulation skills are critical for early school success. However, few studies have explored the links between self-regulation and academic achievement among young children in Europe. This study examined the contribution of behavioral self-regulation to academic achievement gains among young children in France, Germany, and Iceland. Gender...

Self-regulation is the ability to regulate one’s thoughts and actions to attain goals. Accordingly, self-regulated learning (SRL) involves plans and behaviors to achieve learning goals. With this in mind, in this study we investigated whether training English as a Foreign Language (EFL) learners on the basis of a Self-regulated Learning (SRL) model improved their literal and critical reading co...

Socio-economic inequalities in academic achievement emerge early in life and are observed across the globe. Cognitive ability and "non-cognitive" attributes (such as self-regulation) are the focus of many early years' interventions. Despite this, little research has compared the contributions of early cognitive and self-regulation abilities as separate pathways to inequalities in academic achie...

To help with the prediction of school achievement through a mathematical model incorporating goal orientation, course perception, and academic self-regulation, a sample of 380 9th graders in Tabriz was selected using the cluster sampling method. Instruments used to measure these constructs were translated ones. Data analyses showed that goal orientation and course perception have a direct impac...