Abstract

Academic emotions in the context of master’s thesis work is a highly understudied issue. This study examined the association between self-regulated learning skills and academic emotions elicited by master’s thesis work. Altogether, 84 behavioural sciences students conducting their master’s theses completed a survey comprised of a modified version of Pintrich’s Motivated Strategies for Learning Questionnaire (MLSQ) and academic emotions derived from Pekrun’s (2006) Achievement Emotions Questionnaire complemented by enthusiasm. Linear and logistic regressions were employed in the data analyses. Higher skills in combining prior and new knowledge, application of theories, self-assessment and the combination of all learning skills were associated with higher positive academic emotions. Higher skills in self-assessment were associated with lower negative academic emotions. Higher combined learning skills were associated with higher pride and enthusiasm and lower shame elicited by master’s thesis work. Supporting students to develop their self-regulated learning skills might reflect positively on their academic emotions and vice versa.