TY - GEN
T1 - The interactive effects of coaching styles on students' self-regulatory emotions and academic performance in a peer-assisted learning scheme
AU - Hui, Ray Tak Yin
AU - Lee, Yik Kiu
AU - Sue-Chan, Christina
N1 - Funding Information:
The authors would like to thank the Office of Education Development and Gateway Education, City University of Hong Kong for its full administrative and financial support to this research project.
Publisher Copyright:
© 2017 IEEE.
PY - 2017/7/1
Y1 - 2017/7/1
N2 - 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.
AB - 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.
KW - academic performance
KW - coaching
KW - emotions
KW - self-regulation
UR - https://www.scopus.com/pages/publications/85047243394
U2 - 10.1109/TALE.2017.8252326
DO - 10.1109/TALE.2017.8252326
M3 - Conference contribution
AN - SCOPUS:85047243394
T3 - Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017
SP - 167
EP - 174
BT - Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017
T2 - 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017
Y2 - 12 December 2017 through 14 December 2017
ER -