Zheng Juan, Lajoie Susanne, Li Shan
Department of Education and Human Services, Lehigh University, Bethlehem, PA, United States.
Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada.
Front Psychol. 2023 Mar 9;14:1137010. doi: 10.3389/fpsyg.2023.1137010. eCollection 2023.
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.
在过去十年中，情感已被视为自我调节学习（SRL）框架中的一个重要组成部分。研究人员从两个层面探讨情感与自我调节学习。情感被作为特质或状态来研究，而自我调节学习被认为在两个层面发挥作用：个人层面和任务×个人层面。然而，关于情感与这两个层面的自我调节学习之间的复杂关系，现有研究有限。关于情感在自我调节学习中的作用的理论探究和实证证据仍有些零散。本综述旨在阐述特质情感和状态情感在个人层面以及任务×个人层面的自我调节学习中的作用。此外，我们进行了一项荟萃分析，综合了2009年至2020年间发表的23项实证研究，以寻找情感在自我调节学习中作用的证据。基于该综述和荟萃分析，提出了一个关于自我调节学习中情感的综合理论框架。我们提出了几个值得未来研究的方向，包括收集多模态多渠道数据以捕捉情感和自我调节学习。本文为全面理解情感在自我调节学习中的作用奠定了坚实基础，并为未来研究提出了重要问题。
