Motivational and emotional components affecting male's and female's self-regulated learning

The relationship between self-referenced feelings and cognitions and self-regulated learning has become an important area of research. But to what extent can differences in self-regulation be explained by differences in motivation and emotion? And how facilitating or debilitating is the effect of motivation and emotion on the ruse of regulatory study activities? In this study, 292 freshmen were assessed on self-referenced cognitions and feelings. Three months Inter, regulatory study activities were measured by self-report. The canonical correlation between self-referenced cognitions and feelings and regulatory activities was very substantial (.52), and evert invariant of ability differences. Task value and the tendency to achieve success were positively related to self-regulation for both males and females. All impressive gender difference was noticed, however, for the tendency to avoid failure. For female students, a high level of fear of failure acted as a detrimental agent upon regulatory activities. It is concluded that attention should be paid to facilitating and debilitating mechanisms underlying the use of metacognitive activities while being engaged ill a cognitive endeavour.