The relationship between adolescents’ self-regulated learning and academic achievement: an interrelated mediation model of academic emotions: evidence from a nationwide sample in China

Overall, the findings support the cognition-emotion cyclical model, suggesting that students can enhance SRL through positive academic emotions, while appropriate SRL strategies can in turn foster positive academic emotions, forming a virtuous cycle that strengthens students' autonomy in the learning process. This study extends Pintrich's SRL model by empirically validating a recursive loop between SRL and academic emotions. Furthermore, it highlights a "dual empowerment" path of emotional regulation and metacognitive monitoring through optimized TSR, offering vital policy insights for fostering high-order autonomous learning in the AI era.