Emotional states during learning situations and students’ self-regulation: process-oriented analysis of person-situation interactions in the vocational classroom

Empirical Research in Vocational Education and Training

Table 1 Differences in facets of self-regulation between the identified clusters

Facets of self-regulation	Self-regulation ↓		Self-regulation ↑		F_(df)	p	η ²
	“State-oriented students” (n = 51)		“Action-oriented students” (n = 41)
	M	SD	M	SD
Self-control and goal pursuit	3.29	.32	4.04	.38	106.72₍₁₎	<.001	.543
Self-motivation and emotion-regulation	2.67	.41	3.42	.48	65.18₍₁₎	<.001	.420
Energy deficit and impaired attentiveness	3.36	.55	2.67	.59	33.66₍₁₎	<.001	.272
Procrastination	3.40	.67	2.38	.58	60.11₍₁₎	<.001	.400

Multivariate analysis: Wilks-Lambda = .357, F_(dF) = 39.153₍₄₎, p < .001, η ² = .643