Evaluating the Impact of Emotional and Cognitive Interference on Self-Regulated Learning

Abstract

The current study looked at the connections between emotional, self-regulated learning (SRL) technique utilisation, and course completion in the domain of computer science. 233 undergraduate students in the School of Science and Computer Studies  (SSCS) of computer science course (mean age: 20.6 years) made up the sample. The Positive and Negative Emotions Schedule (PANES) and the Cognitive Interference Questionnaire (CIQ) were administered to the individuals. Additionally, they finished the MSLQ's Learning Strategies Scales. Exam results served as a gauge of student mastery of the material. Positive emotions positively influenced the use of nearly all of the SRL methods, according to Pearson correlations and path analysis, while negative emotions was favourably connected to cognitive interference. The only SRL tactic to predict the success of computer science course didactics was elaboration. Finally, it was discovered that cognitive distraction was a poor predictor of course completion.