What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.

999 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Positive Feelings at School: On the Relationships Between Students’ Character Strengths, School-Related Affect, and School Functioning (2016, background): “Compared to negative affect, positive affect showed stronger relationships with positive outcomes at school (e.g., Lewis et al. 2009; Mega et al. 2014; Pekrun et al. 2002); we therefore focused only on school-related positive affect.”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “…data obtained from 5,805 undergraduates sampled across all disciplines and year groups at the University of Padua in Italy (mean age 22.5 years), Mega et al. (2014) also reported the mediated effects of emotions like academic boredom on achievement, with motivation and self-regulation playing a…”