The interactive effects of coaching styles on students' self-regulatory emotions and academic performance in a peer-assisted learning scheme

We examined the effects of tutors' coaching on students' academic performance, as well as the mediating effects of students' self-regulatory emotions. The results of structural equation modelling (SEM) of data collected from a longitudinal field study with 297 respondents showed that facilitation coaching was significantly related to both self-regulatory emotions and academic performance. Four types of selfregulatory emotions (cheerfulness, dejection, quiescence and agitation) mediated the relationships involving facilitation coaching. Furthermore, the interaction between guidance and facilitation coaching was found to moderate the coaching - selfregulatory emotions relationships. Theoretical and practical implications are discussed.