Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Planning, task value, self-efficacy, goal orientation, and joy were significantly positively associated with regulation, whereas anger and anxiety showed significant negative associations. → Mathias Mejeh 2026 q3 i? No significant relationship was found between hope and regulation; it only reached marginal significance (p < .10). → Mathias Mejeh 2026

Evidence¶

Mathias Mejeh 2026¶

Mathias Mejeh, Yvonne M. Fromm (2026). Fostering self-regulated learning through adaptive learning technology: A differentiated perspective on the role of feedback. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2026.102394

q3 · i? · associational · r1

Longitudinal multilevel analysis (HLM) of weekly self-reports from 194 university students over eight weeks of homework in an ALT-supported stochastics course, testing the pre-actional to actional transition. The model found planning, task value, self-efficacy, goal orientation, and joy "significantly positively associated with regulation" and anger and anxiety negatively associated.

"the linear mixed-effects model revealed that planning, task value, self-efficacy, goal orientation, and joy were significantly positively associated with regulation. Conversely, anger and anxiety showed significant negative associations with regulation."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it
• Academic Anxiety — predictor: learners who differ on it differ in outcomes

Related Claims¶

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