Influence of Academic Self-Efficacy on Learning Related Emotions among Emerging Adults

Abstract

Emerging adulthood is a developmental period from ages 18 to 29 marked by transition, changes in their education, identity exploration, self-efficacy, emotional regulation, marriage, parenthood etc. During this phase, the college-going emerging adults may face several challenges and this may even develop different emotions related to learning. The present study aims to examine the role of self-efficacy on learning related emotions among emerging adults. The current study used a descriptive research design. The study was conducted among 400 emerging adults residing in Kerala. The measures used were the General Academic Self-Efficacy Scale and Achievement Emotions Questionnaire (short version). Three groups of self-efficacy were formed as low, average, and high scoring groups based on the mean and standard deviation. In the present study, learning related emotions encompass enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom. The results of the study indicate that the three groups of self-efficacy were found significantly different on the eight learning related emotions. The current study can provide more evidence to help psychologists in educational and clinical settings as well as the educators to plan educational courses or programs in order to foster self-efficacy and to manage their learning related emotions in emerging adults.