Emotions in self-regulated learning: A critical literature review and meta-analysis

Juan Zheng; Susanne Lajoie; Shan Li

doi:10.3389/fpsyg.2023.1137010

Emotions in self-regulated learning: A critical literature review and meta-analysis

Front Psychol. 2023 Mar 9:14:1137010. doi: 10.3389/fpsyg.2023.1137010. eCollection 2023.

Authors

Juan Zheng¹, Susanne Lajoie², Shan Li^{1

3}

Affiliations

¹ Department of Education and Human Services, Lehigh University, Bethlehem, PA, United States.
² Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada.
³ Department of Community and Population Health, Lehigh University, Bethlehem, PA, United States.

Abstract

Emotion has been recognized as an important component in the framework of self-regulated learning (SRL) over the past decade. Researchers explore emotions and SRL at two levels. Emotions are studied as traits or states, whereas SRL is deemed functioning at two levels: Person and Task × Person. However, limited research exists on the complex relationships between emotions and SRL at the two levels. Theoretical inquiries and empirical evidence about the role of emotions in SRL remain somewhat fragmented. This review aims to illustrate the role of both trait and state emotions in SRL at Person and Task × Person levels. Moreover, we conducted a meta-analysis to synthesize 23 empirical studies that were published between 2009 and 2020 to seek evidence about the role of emotions in SRL. An integrated theoretical framework of emotions in SRL is proposed based on the review and the meta-analysis. We propose several research directions that deserve future investigation, including collecting multimodal multichannel data to capture emotions and SRL. This paper lays a solid foundation for developing a comprehensive understanding of the role of emotions in SRL and asking important questions for future investigation.

Keywords: emotions; framework; meta-analysis; review; self-regulated learning.

Publication types

Review