Academic Emotions and Regulation Strategies: Interaction with Higher Education Dropout Ideation
(1) Introduction: This article addresses the relationship between students’ emotional experiences—mediated by their regulation strategies—and their intention of dropping out. (2) Materials and Methods: An ad hoc questionnaire was designed based on Pekrun’s Control-Value Theory of Achievement Emotion...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-11-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/11/1152 |
| _version_ | 1797459555230154752 |
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| author | Daniel Enguídanos Javier Aroztegui Manuel Iglesias-Soilán Irene Sánchez-San-José Juan Fernández |
| author_facet | Daniel Enguídanos Javier Aroztegui Manuel Iglesias-Soilán Irene Sánchez-San-José Juan Fernández |
| author_sort | Daniel Enguídanos |
| collection | DOAJ |
| description | (1) Introduction: This article addresses the relationship between students’ emotional experiences—mediated by their regulation strategies—and their intention of dropping out. (2) Materials and Methods: An ad hoc questionnaire was designed based on Pekrun’s Control-Value Theory of Achievement Emotions focusing on three different settings (study, classroom, and exam). Data were collected from 2183 university students. Descriptive, frequency, and correlation analysis were conducted. Also, linear regression analyses and scatter plots were performed. A comparative regression analysis was used with the aim of facilitating the understanding of the mediating effect of emotional regulation strategies. (3) Results: Academic emotions were found to have a significant impact on dropout ideation. The effects of emotional regulation strategies as significant moderators in this relationship were observed, exhibiting variations depending on the context. (4) Discussion: Dropout ideation escalates in the presence of elevated levels of unpleasant emotions and diminished levels of pleasant emotions. The utility of possessing effective emotional regulation strategies becomes evident in mitigating dropout ideation during emotionally challenging academic situations. |
| first_indexed | 2024-03-09T16:53:03Z |
| format | Article |
| id | doaj.art-b87ecfec900d43de955c616f40efb74a |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T16:53:03Z |
| publishDate | 2023-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-b87ecfec900d43de955c616f40efb74a2023-11-24T14:38:47ZengMDPI AGEducation Sciences2227-71022023-11-011311115210.3390/educsci13111152Academic Emotions and Regulation Strategies: Interaction with Higher Education Dropout IdeationDaniel Enguídanos0Javier Aroztegui1Manuel Iglesias-Soilán2Irene Sánchez-San-José3Juan Fernández4Departamento de Investigación y Psicología en Educación, Facultad de Psicología, Campus de Somosaguas, Complutense University of Madrid, 28223 Pozuelo de Alarcón, SpainDepartamento de Investigación y Psicología en Educación, Facultad de Psicología, Campus de Somosaguas, Complutense University of Madrid, 28223 Pozuelo de Alarcón, SpainDepartamento de Investigación y Psicología en Educación, Facultad de Psicología, Campus de Somosaguas, Complutense University of Madrid, 28223 Pozuelo de Alarcón, SpainDepartamento de Investigación y Psicología en Educación, Facultad de Psicología, Campus de Somosaguas, Complutense University of Madrid, 28223 Pozuelo de Alarcón, SpainDepartamento de Investigación y Psicología en Educación, Facultad de Psicología, Campus de Somosaguas, Complutense University of Madrid, 28223 Pozuelo de Alarcón, Spain(1) Introduction: This article addresses the relationship between students’ emotional experiences—mediated by their regulation strategies—and their intention of dropping out. (2) Materials and Methods: An ad hoc questionnaire was designed based on Pekrun’s Control-Value Theory of Achievement Emotions focusing on three different settings (study, classroom, and exam). Data were collected from 2183 university students. Descriptive, frequency, and correlation analysis were conducted. Also, linear regression analyses and scatter plots were performed. A comparative regression analysis was used with the aim of facilitating the understanding of the mediating effect of emotional regulation strategies. (3) Results: Academic emotions were found to have a significant impact on dropout ideation. The effects of emotional regulation strategies as significant moderators in this relationship were observed, exhibiting variations depending on the context. (4) Discussion: Dropout ideation escalates in the presence of elevated levels of unpleasant emotions and diminished levels of pleasant emotions. The utility of possessing effective emotional regulation strategies becomes evident in mitigating dropout ideation during emotionally challenging academic situations.https://www.mdpi.com/2227-7102/13/11/1152academic emotionsuniversitydropoutemotional regulation strategies |
| spellingShingle | Daniel Enguídanos Javier Aroztegui Manuel Iglesias-Soilán Irene Sánchez-San-José Juan Fernández Academic Emotions and Regulation Strategies: Interaction with Higher Education Dropout Ideation Education Sciences academic emotions university dropout emotional regulation strategies |
| title | Academic Emotions and Regulation Strategies: Interaction with Higher Education Dropout Ideation |
| title_full | Academic Emotions and Regulation Strategies: Interaction with Higher Education Dropout Ideation |
| title_fullStr | Academic Emotions and Regulation Strategies: Interaction with Higher Education Dropout Ideation |
| title_full_unstemmed | Academic Emotions and Regulation Strategies: Interaction with Higher Education Dropout Ideation |
| title_short | Academic Emotions and Regulation Strategies: Interaction with Higher Education Dropout Ideation |
| title_sort | academic emotions and regulation strategies interaction with higher education dropout ideation |
| topic | academic emotions university dropout emotional regulation strategies |
| url | https://www.mdpi.com/2227-7102/13/11/1152 |
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