Semester 1 2019: Annotated Bibliography on Academic Achievement

This annotated bibliography examines the article "What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement." The author explores the influence of emotions, self-regulated learning, and motivation on students' academic performance, highlighting theoretical models and quantitative research using questionnaires. The study, conducted at the University of Padua, reveals the impact of emotions on self-regulated learning, motivation, and ultimately, academic achievement. While the research offers valuable insights, it is limited to self-report questionnaires, which may introduce bias. The article's strengths include its structured organization and detailed analysis, supporting the proposed model. This annotated bibliography provides a concise overview and critical evaluation of the article's content, relevant for the student's essay assignment, serving as a foundation for further research on student success factors.

Running head: ANNOTATED BIBLIOGRAPHY
ANNOTATED BIBLIOGRAPHY
Name of the student:
Name of the university:
Author Note:

1
ANNOTATED BIBLIOGRAPHY
Topic: What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation
Contribute to Academic Achievement
Mega, Carolina & Ronconi, Lucia & De Beni, Rossana. (2014). What Makes a Good
Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to
Academic Achievement. Journal of Educational Psychology. 106. 121. 10.1037/a0033546.
In this article, the author discusses the impact and contribution of emotions, self-regulatory
learning and motivation on the students’ performance for academic achievement. It states the
different theories and hypothesis to promote academic achievements. It highlights the different
framework and theoretical model that explains the interlink age of emotions, self-regulated
learning and motivation. This article contains quantitative research done with the help of three
self-report questionnaires. The main point of the article is to outline the different facets of
emotions, multi-dimensional emphasis on self-learning and multifaceted motivation involved. It
highlights the positive and negative effect and ways to overcome these effects in order to
promote and maintain the academic achievements. It reveals the achievement of goals as the
predictors of emotions and motivation.
The strength of the article is that it contains the primary data of 5805 undergraduate students
using the instrument of Self-Regulated Learning, Emotions, and Motivation Computerized
Battery (LEM-B) through the faculties’ website of the University of Padua. The survey was done
with the targeted students of the University of Padua from all disciplines. It contains three
questionnaires for the research purpose. The research demonstrates the consequences of the
emotions on students' evaluation of academic achievements. The article is organized and
offered detailed insights into the structural equation model. It properly explains the proposed
model of findings with the help of the authors' hypotheses. However, the study is limited only to
the self-support questionnaires in order to determine the emotions, the self-regulatory learning
and the motivation. The responses in self-report may be biased and hence, cannot precisely
reflect the actual emotional behaviors.

2
ANNOTATED BIBLIOGRAPHY
Bibliography:
Mega, Carolina & Ronconi, Lucia & De Beni, Rossana. (2014). What Makes a Good Student?
How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic
Achievement. Journal of Educational Psychology. 106. 121. 10.1037/a0033546.