Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning

Abstract

The present study examined the relationships among affect, self-regulated learning (SRL) strategy use, and course attainment in the didactics of mathematics (teaching mathematics) subject matter domain. The sample consisted of 180 undergraduate students attending a didactics of mathematics course (mean age = 21.1 years) at the School of Early Childhood Education. The participants were asked to respond to the Positive and Negative Affect Schedule (PANAS) and the Cognitive Interference Questionnaire (CIQ). They also completed the Learning Strategies Scales of the MSLQ. Examination grades were used as the measure of course attainment. Pearson correlations and path analysis revealed that negative affect was positively related to cognitive interference, and positive affect influenced positively the use of almost all of the SRL strategies. Elaboration was the only SRL strategy found to predict the didactics of mathematics course attainment. Finally, cognitive interference was found to negatively predict course attainment.