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: computation not checked, robustness challenges.
Robustness: 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 Robustness: 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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