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1.
Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.  相似文献   

2.
In an experimental study (N = 153 high school students), we tested a theoretical model positing that anticipated achievement feedback influences achievement goals and achievement emotions, and that achievement goals mediate the link between anticipated feedback and emotions. Participants were informed that they would receive self-referential feedback, normative feedback, or no feedback for their performance on a test. Subsequently, achievement goals and discrete achievement emotions regarding the test were assessed. Self-referential feedback had a positive influence on mastery goal adoption, whereas normative feedback had a positive influence on performance-approach and performance-avoidance goal adoption. Furthermore, feedback condition and achievement goals predicted test-related emotions (i.e., enjoyment, hope, pride, relief, anger, anxiety, hopelessness, and shame). Achievement goals were documented as significant mediators of the influence of feedback instruction on emotions, and mediation was observed for seven of the eight focal emotions. Implications for educational research and practice are discussed.  相似文献   

3.
The present study investigated the relationships between the five‐factor model of personality, approaches to learning and academic achievement. Based on the previous research, we expected approaches to have a mediating effect between personality and academic achievement. Six hundred and eighty‐seven business students participated in a survey; 56% were female and 44% were male. Their average age was 24.8 years. The results showed that conscientiousness and openness were mediated by the strategic and the deep approach, respectively, in relation to achievement. Additionally, neuroticism had both a direct and an indirect effect on achievement through the surface approach. We also found that the three approaches to learning explained variance in achievement beyond personality when using hierarchical regression analysis. Limitations and implications for future research are discussed.  相似文献   

4.
The control-value theory of academic emotions has emerged as a useful framework for studying the antecedents and consequences of different emotions in school. This framework focuses on the role of control-related and value-related appraisals as proximal antecedents of emotions. In this study, we take an individual differences approach to examine academic emotions and investigate how trait self-control is related to students’ experience of academic emotions. We posited a model wherein trait self-control predicted academic emotions which in turn predicted engagement and perceived academic achievement. Filipino university students answered relevant questionnaires. Results indicated that self-control positively predicted positive academic emotions (enjoyment, hope, and pride) and negatively predicted negative emotions (anger, anxiety, shame, hopelessness, and boredom). Academic emotions, in turn, had a significant impact on engagement, disaffection, and perceived achievement. Implications for exploring synergies between research on trait self-control and the control-value theory of academic emotions are discussed.  相似文献   

5.
The control-value theory of achievement emotions proposes a bidirectional relationship between learning-related emotions and achievement goals. Studies to date, however, have only provided evidence that achievement goals predict future learning-related emotions. In this study we examined the reciprocal relations between learning-related emotions and achievement goals in 434 undergraduate students in their first year of academic study. Data were collected in three waves: near the beginning of the first and second semesters of first year study and lastly near the beginning of the first semester of the second year. Reciprocal effects were found between mastery goals and both activity- and outcome-focused emotions, whereas reciprocal effects for performance goals were only shown with outcome focused emotions. These were not always present between both first and second, and between the second and third waves of measurement, which may be related to the first year undergraduate context. Our models also demonstrated stability in achievement goals and learning-related emotions between waves of measurement, which tended to be lower between the first and third points of data collection. These findings provide support for the relations between learning-related emotions and achievement goals proposed in control-value theory and that mastery goals are not solely related to activity-focused emotions.  相似文献   

6.
Based on control-value theory (CVT), this study (N = 550 Chinese university students) examined relations between control-value appraisals, subsequent achievement emotions, and resulting performance in foreign language (FL) learning. The results show that perceived control and value related positively to positive emotions (enjoyment, hope, pride) and FL performance, and negatively to negative emotions (anger, anxiety, shame, hopelessness, boredom). Control and value interacted in predicting all eight emotions and FL performance. The multiplicative impact of the appraisals on performance was mediated by four of the focal emotions. These findings elucidate the impact of appraisals and emotions on achievement and support the generalizability of CVT to foreign language learning. Directions for future research and implications for education are discussed.  相似文献   

7.
Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. This article reports on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings. The instrument contains 24 scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class, while studying, and when taking tests and exams. Scale construction used a rational-empirical strategy based on Pekrun’s (2006) control-value theory of achievement emotions and prior exploratory research. The instrument was tested in a study using a sample of university students (N = 389). Findings indicate that the scales are reliable, internally valid as demonstrated by confirmatory factor analysis, and externally valid in terms of relationships with students’ control-value appraisals, learning, and academic performance. The results provide further support for the control-value theory and help to elucidate the structure and role of emotions in educational settings. Directions for future research and implications for educational practice are discussed.  相似文献   

8.
An increasing number of emotions have been found to affect the way students learn and their academic achievement. However, little is known about how dynamic these achievement emotions (AEs) are, the extent to which they vary with the assessment process, and how they relate to prior academic ability and student achievement outcomes. Our intensive longitudinal diary study with tertiary students (N = 166) examined their AEs across a three week assessment period (study, test and feedback week). Overall, the results indicated that emotions during the study and test week were unrelated to both GPA and test score, but the starting level of emotions during the feedback week were related to GPA and test score. The changeability of emotions were not related to either GPA or test score. Overall, AEs seem to have a meaningful relationship to achievement only once results are known. These findings expand our knowledge about the relationship between AEs, prior academic ability and achievement and how emotions change across an assessment event.  相似文献   

9.
Research on implicit theories of intelligence and academic emotions have proceeded in parallel with little cross-over of ideas. This study aims to examine the potential synergies that may exist between these two strands of research by examining whether implicit theories of intelligence can function as a predictor of academic emotions when situated within Pekrun's (2006) control-value theory of achievement emotions. Filipino secondary school students (N = 1147) participated in the study. Hierarchical regression analyses were employed to investigate the predictive effects of implicit theories of intelligence on academic emotions after controlling for the variance accounted for by demographic variables, social environmental factors, and achievement goals which have been identified as important antecedents in previous research. Results indicated that holding an entity theory of intelligence positively predicted negative emotions such as anger, anxiety, shame, hopelessness, and boredom. However, it was not significantly related to the positive emotions of enjoyment, hope, and pride. The usefulness of these findings for integrating theorizing in the implicit theories of intelligence and academic emotions literature is discussed.  相似文献   

10.
This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school.  相似文献   

11.
The purpose of this study is to review the limited literature on the emotional aspects of teachers' lives. First, a multicomponential perspective on emotions is described, then the existing literature on teachers' positive and negative emotions is reviewed and critiqued. Next is a summary of the literature suggesting that teachers' emotions influence teachers' and students' cognitions, motivation, and behaviors. Four areas for future research are proposed: management and discipline, adoption and use of teaching strategies, learning to teach, and teachers' motivation. An overview of research methods used in a multicomponential perspective on emotions is provided. This review draws on a variety of research literatures: educational psychology, social and personality psychology, educational sociology, and research on teachers and teaching.  相似文献   

12.
ABSTRACT

Previous studies have shown that several key variables influence student achievement in geometry, but no research has been conducted to determine how these variables interact. A model of achievement in geometry was tested on a sample of 102 high school students. Structural equation modeling was used to test hypothesized relationships among variables linked to successful problem solving in geometry. These variables, including motivation, achievement emotions, pictorial representation, and categorization skills, were examined for their influence on geometry achievement. Results indicated that the model fit well. Achievement emotions, specifically boredom and enjoyment, had a significant influence on student motivation. Student motivation influenced students’ use of pictorial representations and achievement. Pictorial representation also directly influenced achievement. Categorization skills had a significant influence on pictorial representations and student achievement. The implications of these findings for geometry instruction and for future research are discussed.  相似文献   

13.
Using lab and field data, this paper investigates (a) the degree to which pre- and post-exam positive and negative achievement emotions and cognitive ability are uniquely and jointly associated with exam performance and (b) the degree to which exam performance influences subsequent post-exam emotions. Based on a sample of 102 students, results show that ability influences exam performance both directly and indirectly via pre-exam emotions. Also, ability and distraction interact to influence performance such that ability has a buffering effect. Distraction has a significant deleterious effect on performance for low ability students, but does not disrupt performance for high ability students. Moreover, positive emotions facilitate performance by decreasing distraction whereas negative emotions hinder performance by increasing it. Finally, results show that the exam itself has a significant impact on post-exam positive and negative emotions, even when controlling for pre-exam emotions. Results are discussed in terms of the emerging research on achievement emotions beyond test anxiety.  相似文献   

14.
Mixed feelings happen in and outside of the classroom; yet prior research has focused on discrete emotions, essentially ignoring the interaction between emotions. We extend prior person-centered studies of achievement emotions by placing emotions within the Control-Value Theory framework to examine how patterns of emotions mediate the relation between motivation and achievement. We found four profiles of emotion in both fourth (n = 5228) and fifth graders (n = 5299)—two positive profiles, a negative profile, and a mixed emotions profile where frustrated and challenged were the primary emotions. All profiles mediated the relationship between math expectancy and achievement. However, only three of the four emotion profiles mediated the relation between math value and achievement.  相似文献   

15.
Based on control-value theory, we expected reciprocal associations between school grades and students' achievement emotions. Existing research has employed between-person designs to examine links between grades and emotions, but has failed to analyze their within-person relations. Reanalyzing data used by Pekrun et al. (2017) for between-person analysis, we investigated within-person relations of students’ grades and emotions in mathematics over 5 school years (N = 3,425 German students from the PALMA longitudinal study; 50.0% female). The findings from random-intercept cross-lagged modeling show that grades positively predicted positive emotions within persons over time. These emotions, in turn, positively predicted grades. Grades were negative predictors of negative emotions, and these emotions, in turn, were negative predictors of grades. The within-person effects were largely equivalent to between-person relations of grades and emotions. Implications for theory, future research, and educational practice are discussed.  相似文献   

16.
This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun’s (2000, 2006) controlvalue theory of achievement emotions, we hypothesized that there are gender differences in mathematics emotions due to the students’ different levels of control and value beliefs in mathematics, even when controlling for prior achievement. The structural relationships between prior achievement, control and value beliefs, and emotions were assumed to be invariant across girls and boys in spite of hypothesized mean level differences of beliefs and emotions across genders. The emotions and beliefs of 1,036 male and 1,017 female 5th grade students were assessed by self-report measures, and their prior mathematics achievement was assessed by academic grades. Even though girls and boys had received similar grades in mathematics, girls reported significantly less enjoyment and pride than boys, but more anxiety, hopelessness and shame. Findings suggested that the female emotional pattern was due to the girls’ low competence beliefs and domain value of mathematics, combined with their high subjective values of achievement in mathematics. Multiple-group comparisons confirmed that the structural relationships between variables were largely invariant across the genders.  相似文献   

17.
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18.
Affective factors such as the achievement emotions are considered critical for students’ academic performance in STEM degree programmes and careers. In this study, a reciprocal causation model was tested between two affective factors: enjoyment and anxiety, and organic chemistry course performance. Each variable was measured three times in four sections of a first semester organic chemistry course. This study investigates a reciprocal causation relationship between anxiety, enjoyment and achievement as measured by exam performance compared to unidirectional structures of performance and affect relationships. Results show that the reciprocal causation model with an exam snowballing effect best fits data among the alternative models. There is a small and significant negative relationship between anxiety and performance contrasted with a positive relationship between enjoyment and performance throughout the semester. The evidence of the reciprocal relationship between anxiety, enjoyment and achievement indicates that instructors of organic chemistry can work to eliminate factors associated with low performance. Gathering information regarding anxiety and enjoyment along with performance can inform educators about the emotional state of their classrooms. Future research should consider achievement emotions in light of educational reforms to ensure that innovative curricula or pedagogies are functioning in the classroom as intended.  相似文献   

19.
This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed.  相似文献   

20.
Understanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that were published between 1965 and 2018. We extracted effect sizes quantifying relations between emotions (enjoyment, curiosity/interest, anxiety, anger/frustration, confusion, boredom) and their antecedents (control-value appraisals, prior knowledge, gender, TBLE characteristics) and outcomes (engagement, learning strategies, achievement). Mean effects largely supported hypotheses (e.g., positive relations between enjoyment and appraisals, achievement, and cognitive support) and remained relatively stable across moderators. These findings imply that levels of emotions differ across TBLEs, but that their functional relations with appraisals and learning are equivalent across environments. Implications for research and designing emotionally sound TBLEs are discussed.  相似文献   

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