Ranellucci John
Faculty of Education, University of Ottawa, Ottawa, ON, Canada.
Front Psychol. 2025 Apr 17;16:1436323. doi: 10.3389/fpsyg.2025.1436323. eCollection 2025.
The types of academic regrets that college students experience, characteristics of these regrets, and relations to motivational and emotional outcomes were investigated in two studies.
Study 1 ( = 152) explored the relations between students' most severe academic regret and outcomes in general university courses, whereas Study 2 ( = 128) explored these relations in the context of a large introductory computer science course.
Across both studies, results suggested that students report various academic regrets. Generally, the types of regrets were unrelated to regret intensity, amounts of intrusive thoughts, or whether regrets were considered an omission or commission. Results further suggested that higher regret intensity was associated with motivational and emotional outcomes in the context of general university courses (Study 1), but not in the context of a specific undergraduate computer science course (Study 2).
Results are discussed within control-value theory and situated expectancy-value theory. Implications for practice are shared.
在两项研究中，对大学生经历的学业遗憾类型、这些遗憾的特征以及与动机和情感结果的关系进行了调查。
研究1（n = 152）探讨了学生最严重的学业遗憾与普通大学课程成绩之间的关系，而研究2（n = 128）则在大型计算机科学入门课程的背景下探讨了这些关系。
在两项研究中，结果表明学生报告了各种学业遗憾。一般来说，遗憾的类型与遗憾强度、侵入性思维的数量或遗憾被视为疏忽还是过错无关。结果进一步表明，在普通大学课程的背景下（研究1），较高的遗憾强度与动机和情感结果相关，但在特定的本科计算机科学课程的背景下（研究2）则不然。
在控制价值理论和情境期望价值理论的框架内对结果进行了讨论。并分享了对实践的启示。
