title: [New coping-model of self-regulated learning].
abstract: In a study of self-regulated learning study, we proposed a new coping model, in order to comprehensively treat emotional regulation and learning strategies. We also included meta-emotion variables in the model for intervention, so that we could discuss them in relation to intervention. We hypothesized specifically that achievement goals and meta-emotions influenced emotional reactions, and which in turn influenced coping strategies. A questionnaire study was conducted with 193 schoolchildren, and result seemed to support our new model.
authors.affiliation: Department of Educational Psychology, Faculty of Education, Tokyo Gakugei University, Nukui-kita, Koganei 184-8501.
authors.forename: Hisashi
authors.initials: H
authors.lastname: Uebuchi
mesh_terms: D000124:Achievement; D000223:Adaptation, Psychological; D002648:Child; D004644:Emotions / Q000502:physiology; D006040:Goals; D006801:Humans; D007858:Learning; D008960:Models, Psychological; D009042:Motivation; D002666:Psychology, Child; D011594:Psychometrics; D012574:Schools; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires