Self-regulated students are those who are metacognitively, motivationally and behaviorally active participants in their own learning process (Zimmerman, 2001). So, from this perspective three cyclical phases of self-regulation are differentiated: forethought (task analysis and motivational beliefs), performance or volitional control (self-control and self-observation) and self-reflection (self-judgment and self-reactions). Although it is proposed that emotions are important components of different phases of self-regulated learning, empirical studies on students’ experienced emotions and emotional regulation are rare (Schutz & Davis, 2000). The aim of present research was to explore relationships between students’ experienced emotions, their motivational beliefs (self-efficacy, control beliefs) which they develop during self-regulation of learning and causal attributions by which they interpret their academic achievement. The participants were 149 students (74 boys and 75 girls) who were enrolled in an eight grade of primary school (Mage=14, 3). Four self-report questionnaires: Self-Efficacy Questionnaire for Children – SEQ-C (Muris, 2001), revised Emotional experience scale (Sorić, 2002), subscale Control beliefs from The Components of Self-Regulated Learning – CSRL (Niemivirta, 1996) and Causal Attribution Scale (Sorić, 1998) were applied. Generally, results of our research have shown that students experienced a rich diversity of emotions in academic context (happiness, fear/anxiety, depression, anger) and that patterns of predictors for experience of these discrete emotions were different. Also, these patterns were different for successful and unsuccessful students. As Zimmerman’ s model of self-regulated learning proposed, students’ self-efficacy, control beliefs and causal attributions by which they interpret their academic achievement have shown as significant predictors of experienced emotions (with exception of experience of anger).

Psychology