The Role of Positive Emotions and Type of Feedback in Self-regulation of Learning Goals Achievement: Experimental Research

This study examined the role of positive and negative emotions in self-regulation of experimental tasks performing and academic achievement, taking into account intentionally organized feedback. We used computerized diagnostic complex, which simulates different learning activity contexts and provides data about students' regulatory and personal characteristics, goals achievement strategies and dynamic of test results. It includes Self-Regulation Profile Questionnaire (SRPLQM, Morosanova) to diagnose students' self-regulation stylistic features. The sample group consisted of eighty eight 13-15 years old students of Russian State secondary schools. The obtained results allow us to state that in case of high cognitive activity and achievement motivation positive emotions play a key role in maintaining high academic success and engagement. If cognitive activity and achievement motivation are at the middle level, it is the self-regulation that determines the student' success, while positive emotions are not of significant importance. A combination of lower cognitive activity, middle self-regulation and low achievement motivation makes negative emotions a significant factor of underachieving at school. We found strong support for our hypothesis that feedback plays an important role in goals achievement, especially for students, whose self-regulation capacity is at a low or medium level.