Investigating the Moderating Effect of Social Comparison Orientation on the Relationship between Enjoyment and SelfRegulated Learning

Abstract

The present study examined the moderating effect of social comparison orientation
on the relationship between enjoyment and self-regulated learning among Filipino
college students (n = 206) enrolled in a mathematics-related courses in university
in the Philippines. The measures used in the study include the Academic Emotions
Questionnaires (AEQ), Iowa-Netherlands Comparison Orientation Measures
(INCOM), and the Motivated Strategies for Learning Questionnaire (MSLQ), and
were administered to the respondents toward the end of the course. A. The results
of the moderation analysis suggested that social comparison orientation moderates
the relationship between enjoyment and self-regulated learning among the
respondents F (3, 202) = 7.624, p = .000). Specifically, a buffering effect on the
relationship between enjoyment and self-regulated learning is observed. Practical
and theoretical implications are discussed.