The Interactive Effects of Coaching Styles on Students’ Self-Regulatory Emotions and Academic Performance in a Peer-Assisted Learning Scheme

Research output: Chapters, Conference Papers, Creative and Literary Works (RGC: 12, 32, 41, 45)32_Refereed conference paper (with ISBN/ISSN)peer-review

2 Scopus Citations
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Detail(s)

Original languageEnglish
Title of host publicationProceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)
PublisherIEEE
Pages167-174
ISBN (Electronic)978-1-5386-0900-2
Publication statusPublished - Dec 2017

Publication series

NameIEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)
PublisherIEEE
ISSN (Print)2374-0191

Conference

Title2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2017)
LocationEducation University of Hong Kong
PlaceHong Kong
Period12 - 14 December 2017

Abstract

We examined the effects of tutors' coaching on students' academic performance, as well as the mediating effects of students' self-regulatory emotions. The results of structural equation modelling (SEM) of data collected from a longitudinal field study with 297 respondents showed that facilitation coaching was significantly related to both self-regulatory emotions and academic performance. Four types of selfregulatory emotions (cheerfulness, dejection, quiescence and agitation) mediated the relationships involving facilitation coaching. Furthermore, the interaction between guidance and facilitation coaching was found to moderate the coaching - selfregulatory emotions relationships. Theoretical and practical implications are discussed.

Research Area(s)

  • academic performance, coaching, emotions, self-regulation

Citation Format(s)

The Interactive Effects of Coaching Styles on Students’ Self-Regulatory Emotions and Academic Performance in a Peer-Assisted Learning Scheme. / Hui, Ray Tak-yin; Lee, Yik Kiu; Sue-Chan, Christina.

Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2017. p. 167-174 (IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)).

Research output: Chapters, Conference Papers, Creative and Literary Works (RGC: 12, 32, 41, 45)32_Refereed conference paper (with ISBN/ISSN)peer-review