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

<table>The final path model displaying the relationships among negative affect, positive affect, cognitive interference, self-regulated learning strategies, and course attainment in the didactics of mathematics subject matter. <i>Note  </i>1. All paths drawn indicate significant associations (<svg height="11.375" id="M21" style="vertical-align:-0.1638pt" version="1.1" viewbox="0 0 50.549999 11.375" width="50.549999" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink">
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t-10.5 -39.5l-43 -241q37 -13 83 -13q67 0 125.5 45t58.5 129z" id="x1D443"></path></g><g transform="matrix(.017,-0,0,-.017,15.582,11.112)"><path d="M512 -3l-437 233v51l437 233v-58l-378 -200v-2l378 -199v-58z" id="x3C"></path></g><g transform="matrix(.017,-0,0,-.017,30.286,11.112)"><path d="M113 -12q-24 0 -39.5 16t-15.5 42q0 24 16 40.5t40 16.5t40 -16.5t16 -40.5q0 -26 -16 -42t-41 -16z" id="x2E"></path></g><g transform="matrix(.017,-0,0,-.017,34.162,11.112)"><path d="M241 635q53 0 94 -28.5t63.5 -76t33.5 -102.5t11 -116q0 -58 -11 -112.5t-34 -103.5t-63.5 -78.5t-94.5 -29.5t-95 28t-64.5 75t-34.5 102.5t-11 118.5q0 58 11.5 112.5t34.5 103t64.5 78t95.5 29.5zM238 602q-32 0 -55.5 -25t-35.5 -68t-17.5 -91t-5.5 -105
q0 -76 10 -138.5t37 -107.5t69 -45q32 0 55.5 25t35.5 68.5t17.5 91.5t5.5 105t-5.5 105.5t-18 92t-36 68t-56.5 24.5z" id="x30"></path></g><g transform="matrix(.017,-0,0,-.017,42.321,11.112)"><path d="M153 550l-26 -186q79 31 111 31q90 0 141.5 -51t51.5 -119q0 -93 -89 -166q-85 -69 -173 -71q-32 0 -61.5 11.5t-41.5 23.5q-18 17 -17 34q2 16 22 33q14 9 26 -1q61 -50 124 -50q60 0 93 43.5t33 104.5q0 69 -41.5 110t-121.5 41q-53 0 -102 -20l38 305h286l6 -8
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</svg>). <i>Note  </i>2. Doted lines indicate direct effects on course attainment. <i> Note  </i>3. Errors are given in parenthesis. <i>Note  </i>4. Correlations of SRL strategies:  REH-ORG: .584, EL-ORG: .475, MET-ORG: .450, TSEM-ORG: .362, ER-ORG: .338, PL-ORG: .148, EL-REH: .417, MET-REH: .495, TSEM-REH: .465, ER-REH: .344, PL-REH: .137, MET-EL: .567, TSEM-EL: .316, ER-EL: .331, PL-EL: .313, HS-EL: .175, TSEM-MET: .400, ER-MET: .448, PL-MET: .276, HS-MET: .206, ER-TSEM: .619, HS-PL: .588. </table>

Education Research International

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Figure 1

Figure 1: Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning 