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1.
This article describes the control-value theory of achievement emotions and its implications for educational research and practice. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement and academic settings. It is based on the premise that appraisals of control and values are central to the arousal of achievement emotions, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions such as joy, hope, pride, anxiety, hopelessness, shame, and anger relating to success or failure. Corollaries of the theory pertain to the multiplicity and domain specificity of achievement emotions; to their more distal individual and social antecedents, their effects on engagement and achievement, and the reciprocal linkages between emotions, antecedents and effects; to the regulation and development of these emotions; and to their relative universality across genders and cultures. Implications addressed concern the conceptual integration of emotion, motivation, and cognition, and the need to advance mixed-method paradigms. In closing, implications for educational practice are discussed.
Reinhard PekrunEmail:
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2.
ABSTRACT

Emotions are present in all learning processes, including those in entrepreneurship education. In this paper, we investigate which kinds of emotions exist in entrepreneurship education at university and in which contexts they occur, and show how the concept of liminal spaces – spaces of transformation in which students encounter high degrees of uncertainty, while their potential for learning is maximised – can be used in order to understand the role of negative emotions for entrepreneurship education. Providing examples from courses on entrepreneurship for Engineering and Business Administration students at a German university, we are able to confirm findings of existing literature on the type and sources of emotions. Moreover, our findings suggest that reflection of students on emotional processes that involve the endurance of uncertainty contribute significantly to the achievement of learning outcomes and that – within the limits of existing learning cultures and guidelines for assessment – teachers can facilitate such processes.  相似文献   

3.
The Achievement Emotions Questionnaire (AEQ) is a well-established instrument for measuring achievement emotions in educational research and beyond. Its popularity rests on the coverage of the component structure of various achievement emotions across different academic settings. However, this broad conceptual scope requires the administration of 6 to 12 items per scale (Mdn = 10), which limits the applicability of the AEQ in empirical studies that necessitate brief administration times. We therefore developed the AEQ-S, a short version of the AEQ, with only 4 items per scale that nevertheless maintain the conceptual scope of the instrument. We validated the AEQ-S based on a reanalysis of Pekrun, Goetz, Frenzel, Barchfeld, and Perry's (2011) dataset (N = 389 university students) and by administering them to a new and independent validation sample (N = 471 university students). Despite their brevity, the AEQ-S scales achieved satisfactory reliability and correlated substantially with the original AEQ scales. Moreover, structural relationships and intercorrelations between the scales and their relations with external measures of antecedents and outcomes of achievement emotions were highly similar for the AEQ-S and AEQ scales. These findings suggest that the AEQ-S is a suitable substitute for the AEQ when administration time is limited.  相似文献   

4.
Synchronous hybrid delivery (simultaneously teaching on‐campus and online students using Web conferencing) is becoming more common in higher education. However, little is known about students’ emotions in these environments. Although often overlooked, emotions are fundamental antecedents of success. This study longitudinally examined the role of students’ emotions (enjoyment, anxiety, and boredom), perceptions of control, value, and success in synchronous hybrid learning environments. In particular, the investigation assessed students’ self‐reported enjoyment, anxiety, and boredom as predictors of their program achievement and successful technology use. Students were recruited from synchronous hybrid MBA and MPA programs. Control‐value theory of emotions was used as the theoretical framework. Paired samples t‐tests revealed that the achievement domain, compared to the technology domain, yielded higher mean scores for control, value, enjoyment, anxiety, and boredom. In addition, mixed ANOVAs indicated an interaction effect in which group means for program boredom were significantly higher for on‐campus students than for online students. Intercorrelations in each domain showed that perceived success was positively related to enjoyment and negatively related to anxiety and boredom. Technology‐related anxiety was also found to fully mediate the positive effect of control on perceived success in using technology.  相似文献   

5.
The purpose of this article is to delineate the role of epistemic emotions in personal epistemology and self-regulated learning (SRL). We first review important tenets of personal epistemology and SRL and then present a model of SRL that situates personal epistemology within that model. We then define epistemic emotions, describe under what conditions epistemic emotions arise, and delineate how these emotions may facilitate or constrain learning processes and learning outcomes. Specifically, we present five antecedents to epistemic emotions and five consequences of those emotions during learning. The five antecedents are control, value, novelty, complexity, and achievement or impasses of epistemic aims. The five consequences are effects on planning and goal setting, motivation, cognitive and metacognitive strategies, learning outcomes, and revisions to antecedents. We end with a discussion of educational implications and future directions for research.  相似文献   

6.
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   

7.
A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents’ development in mathematics (Grades 5–9; N = 3,425 German students; mean starting age = 11.7 years; representative sample). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achievement (math end‐of‐the‐year grades and test scores), and that achievement positively predicted these emotions, controlling for students’ gender, intelligence, and family socioeconomic status. Negative emotions (anger, anxiety, shame, boredom, hopelessness) negatively predicted achievement, and achievement negatively predicted these emotions. The findings were robust across waves, achievement indicators, and school tracks, highlighting the importance of emotions for students’ achievement and of achievement for the development of emotions.  相似文献   

8.
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   

9.
Abstract

An objective instrument for assessment of motivation for school learning is reported along with evidence of its validity. Rural ninth-grade students in Appalachian Kentucky constituted the sample for studying relation, ships among variables of school motivation, willingness to compete, and achievement in reading, mathematics, and language. Students in general mathematics and in algebra classes were asked to volunteer for an academic type of contest. Later the mean motivation score of volunteers exceeded the mean for non-volunteers significant at the .01 level of confidence. Algebra students’ mean motivation score was significantly higher than the mean for general mathematics students (P > .001). Three months after the motivation scores were obtained scores on the California Achievement Test were collected. Product-moment correlations between motivation scores and achievement scores ranged from .604 to .718.

Although other writers have reported correlations between objective measures of motivation and teachers’ marks, no previous correlations with achievement test results could be found for comparison. Correlations with GPA’s tend to be in the range .32 to .55 which is considerably below the range resulting from this study. Data collected in this project supported hypotheses that the objective measure of school motivation would predict levels of utility for competition and achievement. It is concluded that for the sample of students involved the test presented is reliable and has validity for the prediction of willingness to try and levels of achievement as measured by a standardized test.  相似文献   

10.
Abstract

This article describes the rationale for a programme specification (Dearing recommendation 21) with reference to an example template produced by the Quality Assurance Agency. It examines the potential connection between programme specifications, which are concerned with helping teaching teams make their learning intentions more explicit, and progress files which provide the institutional and personal records of achievement. It argues that making the intentions of learning more explicit, through the programme specification, has important consequences for the assessment of learning and ultimately for recording and reporting achievement. The notion of personal profiling (a means by which students can monitor, build and reflect upon their personal development Dearing recommendation 20) is embedded in the idea of ‘learning how to learn’ which is contained in the programme specification. These two elements of the policy framework could be linked by using the learning outcomes identified in the programme specification as the basis for a personal record of achievement or development profile for each student. Individual students could then build on and customise the profile according to their specific learning experiences, including those gained outside the formal curriculum.  相似文献   

11.

The role of soft skills at school is still debated, but they have emerged as important factors for students’ academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and life satisfaction. A sample of 603 students (5th to 12th graders) participated in the study. The results of a Bayesian path analysis based on meta-analytical priors show that soft skills were (i) directly positively associated with students’ achievement emotions, self-regulated learning, motivation, and life satisfaction and (ii) indirectly related with academic achievement through the mediation of self-regulated learning and motivation. On the other hand, only soft skills and achievement emotions were directly related to life satisfaction. Extracurricular activities showed a positive association with both soft skills and cognitive abilities. These results are the first to demonstrate the importance of soft skills and extracurricular activities when integrating all the above-mentioned factors in a model of students’ academic achievement and life satisfaction.

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12.

Learning maths is challenging for many primary school students, and teachers must understand students’ learning and emotional processes specific to learning maths. The current research, grounded in control-value theory, focused on achievement emotions regarding maths. Primary school students (N?=?71) were studied with the primary objective of examining the longitudinal trajectories of achievement emotions of third graders over two years. The Portuguese Achievement Emotions Questionnaire for Elementary Students was administered biannually to assess enjoyment, anxiety, and boredom regarding maths. The results indicate that enjoyment decreased and boredom increased over time, revealing three emotional profiles: positive, negative and moderate. The positive profile showed the highest scores in maths achievement. Profile membership was moderately stable and became increasingly stable and structured. In examining the complexity of students’ emotional profiles and processes, the importance of understanding them to enhance educational support, development, and learning was highlighted.

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13.
Abstract

The academic achievement of junior college students was felt to be strongly influenced by their motivation. A Motivation Check-Sheet was designed and administered to entering freshman at a junior college. The check- sheet scores doubled the amount of variance accounted for in the students’ academic achievement. The procedure lends itself to wide application.  相似文献   

14.
ABSTRACT

Academic emotions in the context of master’s thesis work is a highly understudied issue. This study examined the association between self-regulated learning skills and academic emotions elicited by master’s thesis work. Altogether, 84 behavioural sciences students conducting their master’s theses completed a survey comprised of a modified version of Pintrich’s Motivated Strategies for Learning Questionnaire (MLSQ) and academic emotions derived from Pekrun’s (2006) Achievement Emotions Questionnaire complemented by enthusiasm. Linear and logistic regressions were employed in the data analyses. Higher skills in combining prior and new knowledge, application of theories, self-assessment and the combination of all learning skills were associated with higher positive academic emotions. Higher skills in self-assessment were associated with lower negative academic emotions. Higher combined learning skills were associated with higher pride and enthusiasm and lower shame elicited by master’s thesis work. Supporting students to develop their self-regulated learning skills might reflect positively on their academic emotions and vice versa.

Abbreviation: Self-regulated learning skills - (SRL) skills  相似文献   

15.
This commentary investigates the extent to which the control-value theory of emotions (Pekrun, 2006) is applicable in online learning environments. Four empirical studies in this special issue of The Internet and Higher Education explicitly used the control-value theory as their theoretical framework and several others have components of the theory implicitly described. Thus, for each article we examined what emotions were expressed, the antecedents of the emotions, and their academic outcomes in relation to the control-value theory of emotions. In general, the results from these studies parallel those in traditional classrooms, suggesting there are few differences in emotions experienced in online learning environments relative to face-to-face classrooms. A primary reason for the observed similarities in emotions may be that control and value appraisals play consistent roles as antecedents of specific emotions even though students’ learning environment is dramatically different. We conclude with suggestions for future research.  相似文献   

16.
This meta-analysis synthesized 93 independent samples (N = 30,003) in 77 studies that reported in 78 articles examining correlations between achievement goals and achievement emotions. Achievement goals were meaningfully associated with different achievement emotions. The correlations of mastery and mastery approach goals with positive achievement emotions and those between performance avoidance goals and negative achievement emotions were large based on Cohen’s guidelines. The correlations of performance approach goals with positive and negative achievement emotions were comparable. The variation in the correlations between achievement goals and achievement emotions can be explained by achievement emotion indicators. The correlations of mastery goals with enjoyment and interest were larger than those with anxiety.  相似文献   

17.
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   

18.
This article argues that Buddhist philosophy offers a plausible theory of the education of the emotions. Emotions are analyzed as cognitive feeling events in which the subject is passive. The education of the emotions is possible if and only if it is possible to evaluate one’s emotional life (the normative condition) and it is possible to satisfy the normative condition through learning (the pedagogical condition). Drawing on the Four Noble Truths of Buddhism, as well as the concepts of conditioned arising, emptiness and anattā, the article presents a view of the education of the emotions that rejects craving for permanence.  相似文献   

19.
Abstract

It is often assumed that students’ personal achievement goals are most beneficial when they match the goal structures of the classroom, but interaction between achievement goals and goal structures is not well researched. In this study, we aim at providing a nuanced picture of the direct, interaction, and nonlinear effects of achievement goals and goal structures on test performance and autonomous motivation. We used multiple linear regressions, including interaction and quadratic terms, in combination with response surface methodology to analyze questionnaire data from students in Grades 6-10. We found no evidence for a general match effect, and only weak indications of interactions between achievement goals and goal structures. Thus, the match between classroom goal structures and students’ personal goals may be less important for students’ motivation and achievement than previously assumed. Still, based on our results we recommend a focus on mastery structures in the classroom.  相似文献   

20.
ABSTRACT

This cross-sectional study explored students’ conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students’ drawings were analysed using a coding checklist to determine the presence or absence of specified attributes. Data analysis showed that the majority of students pictured science learning as school-based, involving certain types of experiment or teacher lecturing. In addition, notable cross-sectional differences were found in the ‘Activity’ and ‘Emotions and attitudes’ categories in students’ drawings. Three major findings were made: (1) lower grade level students conceptualised science learning with a didactic approach, while higher graders might possess a quantitative view of science learning (i.e. how much is learned, not how well it is learned), (2) students’ positive and negative emotions and attitudes toward science learning reversed around middle school, and (3) female students expressed significantly more positive emotions and attitudes than their male counterparts. In conclusion, higher graders’ unfruitful conceptions of science learning warrant educators’ attention. Moreover, further investigation of girls’ more positive emotions and attitudes found in this study is needed.  相似文献   

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