The dynamic interplay between goal setting, performance, and emotions in self-regulated learning: A computational modeling approach
Has this study been replicated?
The atlas records 1 reproduction of this study. Recorded outcomes: 1 mixed.
Reproductions
- Practice Effects Confound the Emotion–Performance Link in Self-Regulated Learning: A Reanalysis of Lin et al. (2026), Zhang (2026). Outcome recorded: not checked, robustness challenges.
Methodologically, we show that the WAIC criterion used in the original study exhibits poordiagnostic reliability and is theoretically biased for autoregressive panel models. We implementexact leave-future-out cross-validation as an unbiased alternative, under which the original modelselection conclusions are no longer supported.
Outcome read from the abstract. View paper
Cite this record
Lin, W. M., FitzGibbon, L., Theobald, M., Breitwieser, J., Brod, G., Murayama, K., & Sakaki, M. (2026). The dynamic interplay between goal setting, performance, and emotions in self-regulated learning: A computational modeling approach. Journal of Educational Psychology, 118(5), 811–828. https://doi.org/10.1037/edu0001022
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