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
Author(s)
Related Research Unit(s)
Detail(s)
| Original language | English |
|---|---|
| Title of host publication | Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) |
| Publisher | IEEE |
| Pages | 167-174 |
| ISBN (Electronic) | 978-1-5386-0900-2 |
| Publication status | Published - Dec 2017 |
Publication series
| Name | IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) |
|---|---|
| Publisher | IEEE |
| ISSN (Print) | 2374-0191 |
Conference
| Title | 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2017) |
|---|---|
| Location | Education University of Hong Kong |
| Place | Hong Kong |
| Period | 12 - 14 December 2017 |
Link(s)
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
