ACADEMIC EMOTIONS AFFECTING SENIOR HIGH SCHOOL STUDENTS’

SELF-REGULATED LEARNING AND ACHIEVEMENT,

NORTH FAIRIVEW HIGH SCHOOL

THE EXPLORERS: LIM D. – DIAZ – JUSAYAN – NEO – PELENIO – LIM R.

CHAPTER 2: REVIEW OF RELATED LITERATURES

Students’ emotional experiences can impact on their ability to learn, their

engagement in school, and their career choices. Yet too often education research ignores
or neutralizes emotions. To improve students’ learning and emotional states, reduce
teacher burden, and further develop of emotion and learning theories, research efforts
should turn to explore how students can learn regardless of their emotional state.
We know that some emotions provide a barrier to students’ classroom
engagement and test performance. For example, academic anxieties, such as mathematics
anxiety, have wide-ranging effects, affecting strategy use, test performance, and subject
choice. However, anxiety does not affect every student in the same way. Some students
are able to minimize the negative impact of anxiety on their math problem solving,
whereas others show declines in their cognitive capacity (Trezise & Reeve, 2014; 2016).
According to Luck and Lipp (2015) to break down the classroom-emotion
barrier we have to determine the emotions, and through interventions aimed at targeting
the anxiety aspect of the relationship. Treatments for anxiety reduces the physiological
signs of anxiety, but negative attitudes persist.
Students experience different emotions inside the classroom. There is a lot of
situations that triggers their academic emotions. They find ways on how to maintain their
state during classroom hours and conceptualize on how to cope up with their
responsibilities that they need to fulfill. Based on Zimmerman and Bandura (1994), self-
regulation is a concept that refers to learners’ self-generated ideas, actions, and feelings
which are oriented systematically toward achievement of educational goals. Zimmerman
(2000), states that “self-regulated learning” engages students on active participation in
learning from the metacognitive, motivational, and behavioral point of view.
In line with this, as stated on Boekaert’s (1999) model, self-regulated learning
has a powerful construction that allows researchers: Firstly, to describe the various
components that are part of successful learning; Secondly, to explain the reciprocal and
the recurrent in the interactions that accrue among the different components; And thirdly,
to relate learning and achievement directly to the self, that is to a person’s good structure.
 Keeping with emotions more generally, achievement emotions can be
conceptualize in trait like or state like ways. The defining characteristic of the trait versus
state distinction is the temporal generality of the emotion under consideration. For
example, habitual test anxiety as measured by test anxiety scales is regarded as a trait
emotion (Zeidner, 1998).
From the statement of Bandura 1997, ‘self-efficacy’ has been linked to
academic achievements. It is the people’s belief about their capabilities to produce
designated levels of performance that exercise influences over events that affect their
lives. People with high assurance capabilities approach difficult tasks challenges to be
mastered rather than as threats to be avoided. They set challenging goals and maintain
good commitments to them. Thus, students with high efficacy are likely to have higher
academic achievement compared with those with low self-efficacy who might doubt their
capabilities, shy away from difficult tasks, give up quickly and finally drop out of school
(Sewell, Palma & Mann, 1981).
Also from the statement of Dr. Paul Ekman a psychologists from University of
California who authored “EMOTIONS REVEALED: Understanding Faces and Feelings
to Improve Emotional Life”. People can manage their emotions but because of
unexpected events or situations the emotions of every people may become inconsistent
and it can destroy your emotional balance. He suggests that every people can manage to
maintain their emotional intelligence. By having the ability to identify, specify, and
manage one’s own emotions as well as the emotions of others.
The theories of the past researchers and psychologists all over the world,
suggest that emotions can affect one’s stability and performance as an individual of the
society they belong to. Emotions, self-regulated learning and the achievements of the
students are linked to each other. Christine Fonseca, MS of Psychology Today described
that the connection of the three variables; emotions, self-regulated learning, and
achievements are high.