The mediating role of self-regulatory emotions in the relationship between peer coaching and student learning in higher education

Research output: Journal Publications and ReviewsRGC 21 - Publication in refereed journalpeer-review

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Original languageEnglish
Journal / PublicationStudies in Higher Education
Online published26 Dec 2023
Publication statusOnline published - 26 Dec 2023

Abstract

Drawing on Bandura's (1986. Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice Hall) social cognitive theory, this study examines the relationship between peer coaching and students’ learning performance, mediated by self-regulatory emotions, in a higher education setting. In a longitudinal field study, data was collected from 297 undergraduate students enrolled at a government-funded university in Hong Kong, and was analyzed using structural equation modeling (SEM). The findings reveal significant associations between facilitation and guidance coaching, as well as their interactive effects, and four self-regulatory emotions: cheerfulness, dejection, quiescence, and agitation. Importantly, the two coaching styles indirectly influence students’ learning performance through the mediating effects of dejection and agitation. This research contributes to existing knowledge by illuminating the theoretical and practical implications of academic coaching, students’ emotions, and learning in higher education. © 2023 Society for Research into Higher Education.

Research Area(s)

  • Academic coaching, coaching styles, emotions, learning performance, peer coaching, self-regulation