What Modulates Self-Regulated Writing? Investigating the Relationship Between Self-Regulated Learning, Emotions, and Self-Efficacy During Writing

• In Event: Identifying, Developing, and Sustaining Learning Environments

Abstract

Self-regulated learning is a multidimensional construct that views students as active learners. In college, students are expected to become more independent learners who use these self-regulatory skills. Studies show different factors impact a student’s self-regulation, such as emotions. This study investigated the relationship between college students’ emotions, self-efficacy, and self-regulated learning during a writing task. Results found significant correlations between anger, contempt, and joy (detected by facial recognition) and monitoring and reflection (detected by keystroke logging), as well as correlations between students’ writing self-efficacy and planning. Results emphasize the importance of fostering self-regulated writing to design more appropriate pedagogical interventions for teaching writing in college. We should also further investigate the causal relationships between emotions, motivation, and self-regulated writing.

Authors

• Michelle Taub, University of Central Florida

• Joel Schneier, University of Central Florida