The mediating role of self-regulatory emotions in the relationship between peer coaching and student learning in higher education
基于社会认知理论，研究香港大学297名本科生的数据发现，同伴辅导中的引导和指导风格通过影响学生的沮丧和焦虑情绪间接提升学习表现。
Drawing on Bandura's (1986. Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice Hall) social cognitive theory, this study examines the relationship between peer coaching and students’ learning performance, mediated by self-regulatory emotions, in a higher education setting. In a longitudinal field study, data was collected from 297 undergraduate students enrolled at a government-funded university in Hong Kong, and was analyzed using structural equation modeling (SEM). The findings reveal significant associations between facilitation and guidance coaching, as well as their interactive effects, and four self-regulatory emotions: cheerfulness, dejection, quiescence, and agitation. Importantly, the two coaching styles indirectly influence students’ learning performance through the mediating effects of dejection and agitation. This research contributes to existing knowledge by illuminating the theoretical and practical implications of academic coaching, students’ emotions, and learning in higher education.