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Motivation, Emotion, and Self-Regulation: Connecting Student Learning and Teacher Practice
Wed, April 8, 3:45 to 5:15pm PDT (3:45 to 5:15pm PDT), Los Angeles Convention Center, Floor: Level Two, Poster Hall - Exhibit Hall ASession Type: Poster Session
Abstract
This poster session highlights innovative research linking motivation, emotion, and self-regulation across teaching and learning. Presenters examine how self-efficacy, stress, emotion regulation, and professional learning shape engagement, resilience, and effective instructional practices that foster adaptive self-regulated learning in diverse educational settings.
Sub Unit
Papers
27. Academic Burnout in Chinese College Students: Insights into Gender Differences Stress, and Self-Assessment (Poster 27) - Jingyi Tang, Syracuse University; Yibo Cao, Peking University; Minqi Gao, Shanghai Normal University
28. College Student Adjustment from Pandemic Disruption to Post-COVID Recovery: Exploring Gender Differences, Self-Regulation and Attachment (Poster 28) - Jill D. Salisbury-Glennon, Auburn University; Yan Dai, Tuskegee University; Chih-hsuan Wang, Auburn University
29. Current Trends in Teacher Knowledge, Beliefs, and Classroom Application of Self-Regulated Learning Strategies (Poster 29) - Stephanie Greenquist-Marlett, Old Dominion University; Linda Bol, Old Dominion University
30. Examining How Professional Development Affects Teachers’ Knowledge, Beliefs, and Practices of Self-Regulated Learning (Poster 30) - Stephanie Greenquist-Marlett, Old Dominion University; Claire Consadine, Old Dominion University; Linda Bol, Old Dominion University; Jordan Overton, Old Dominion University; Tian Luo, Old Dominion University
31. Listening to Music Boosts Students’ Homework Enjoyment, Focus, and Effort (Poster 31) - Siena Adwere-Boamah, Knox College; Daeun Kim, Knox College; Mai Hasegawa, Knox College; Evan Elijah Morris, Knox College; Sasha Jeffries, Knox College; Jasmine Lerner, Knox College; Aaron Shinefield, Knox College; Leah Binzel, Knox College; Gabriela Orduña-Aparicio, Knox College; Dristi Shrestha, Knox College; Emily Lieder, Eberhard Karls Universität Tübingen
32. Profiling teachers' self-regulated learning teaching and their relationship with school support and professional well-being (Poster 32) - Renjing Song, Shenzhen No. 12 Kindergarten; Guoguo Chen, Shenzhen No. 12 Kindergarten; Muxuzi Li, Shenzhen No. 12 Kindergarten; Jie Wu, Baicaoyuan kindergarten; Yang Guo, QingXiu kindergarten; Jing Li, The Chinese University of Hong Kong; Qiongqiong Wu, Shenzhen No. 10 Kindergarten
33. Reconceptualizing High-Impact Tutoring Through Self-Regulated Learning Principles: Enhancing Student Learning, Motivation, and Tutor Commitment (Poster 33) - Sahar Wahidi, George Mason University; Anastasia Kitsantas, George Mason University; Roberto A. Pamas, George Mason University; Beth A. Hosek, George Mason University; Haley McKeen, George Mason University; Christine A Nardelli, George Mason University; Katelyn Scott, George Mason University
34. State-Trait Duality of Self-Efficacy in Mathematical Problem-Posing and Solving: Insights from Chinese Eighth Graders (Poster 34) - QIMENG LIU, Beijing Normal University; Tianxue Cui, Dalian Maritime University; Jian Liu, Beijing Normal University
35. Uncovering Self-regulated Learning and Metacognitive Processing through Writing (Poster 35) - LaVonda R. Walker, University of Central Florida; Michelle Taub, University of Central Florida; Joel Schneier, University of Central Florida; Sierra Outerbridge, University of Central Florida