High self-control predicts more positive emotions, better engagement, and higher achievement in school

• Main Authors: King, Ronnel B., Gaerlan, Marianne Jennifer M.
• Format: text
• Published: Animo Repository 2014
• Subjects: Self-control; Educational Psychology
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/1275; https://animorepository.dlsu.edu.ph/context/faculty_research/article/2274/type/native/viewcontent
• Institution: De La Salle University

The control-value theory of academic emotions has emerged as a useful framework for studying the antecedents and consequences of different emotions in school. This framework focuses on the role of control-related and value-related appraisals as proximal antecedents of emotions. In this study, we take an individual differences approach to examine academic emotions and investigate how trait selfcontrol is related to students' experience of academic emotions. We posited a model wherein trait self-control predicted academic emotions which in turn predicted engagement and perceived academic achievement. Filipino university students answered relevant questionnaires. Results indicated that self-control positively predicted positive academic emotions (enjoyment, hope, and pride) and negatively predicted negative emotions (anger, anxiety, shame, hopelessness, and boredom). Academic emotions, in turn, had a significant impact on engagement, disaffection, and perceived achievement. Implications for exploring synergies between research on trait self-control and the control-value theory of academic emotions are discussed. © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht 2013.