Abstract:

Introduction
Positive emotions are important psychological components that stimulate motivation, meta-cognition, and cognition, thereby positively influencing learning behavior (Efklides, Schwartz, & Brown, 2018). Due to varying maturity processes in the brain, throughout adolescence girls and boys react differently to learning processes that must be controlled independently (Marcenaro–Gutierrez, Lopez–Agudo, & Ropero-García, 2017). When self-directed learning is introduced in a school context, teacher support plays an important role because, for example, they can direct individual feedback based on each student’s already existing physiological and psychological state and abilities. Teachers can also offer assistance in overcoming insecurities in how to act or impulses when applying controlling and learning activities while also compensating for existing insecurities and deficits (Bolhuis & Voeten, 2004). However, there is still little known about the grade and gender-based effects of self-directed learning and the role of teacher support (Usher & Schunk, 2018).

Hypothesis
Hypothesis 1: The means of the variables (positive emotions, volition, and control strategies) vary among the four groups [female 6th/7th graders, male 6th/7th graders (earlier adolescence), female 8th/9th graders, male 8th/9th graders (middle adolescence)]. Hypothesis 2: It is assumed, that teacher support mediates the relationships between positive emotions and learning behavior in self-directed learning to varying degrees in all groups included in the study.

Methods
Data gathered with questionnaires given to 754 students (Mage = 13.56; SD= 1.2) at two measurement times is used as the empirical basis of this study. To control for possible gender and age-based differences in the interactions and extent of the variables, a multigroup structural equation modeling and latent mean comparison were carried out, whereby four groups [female 6th/7th graders, male 6th/7th graders (earlier adolescence), female 8th/9th graders, male 8th/9th graders (middle adolescence)] were examined.

Results and Implications
As predicted, there are differences in the means of positive emotions among the groups. Older female graders report significantly fewer positive emotions when compared to students of all other groups. Contrary to the expectation, no group differences in teacher support, elaboration and control strategies could be shown, but younger female graders report higher volition. In contrast to hypothesis 2, no group-differences could be found in the interplay of the variables. All seven relations are significant and teacher support partly mediates all associations. In self-directed learning teacher support was constantly needed. Regardless of age, both female and male adolescents benefit from teacher support. Self-directed learning appealed especially to male students and compensated grade and gender differences of learning behavior. Further Implications and research questions will be discussed.

Keywords:

Digital learning, teacher support, emotion and affect, self-regulation, secondary education.