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1.
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
2.
Ronnel B. King Marianne Jennifer M. Gaerlan 《European Journal of Psychology of Education - EJPE》2014,29(1):81-100
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
3.
Stephanie Lichtenfeld Reinhard Pekrun Robert H. Stupnisky Kristina Reiss Kou Murayama 《Learning and individual differences》2012,22(2):190-201
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
4.
Dirk T. Tempelaar Alexandra Niculescu Bart Rienties Wim H. Gijselaers Bas Giesbers 《The Internet and Higher Education》2012,15(3):161-169
This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The students (N = 730) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this context, we investigated the impact that individual differences in achievement emotions (enjoyment, anxiety, boredom, hopelessness) had on students' learning choices, in terms of the intensity of using the online learning mode versus the face-to-face mode. Unlike the general level of learning activities, which is only minimally influenced by achievement emotions, these emotions appear to have a moderately strong effect on a student's preference for online learning. Following this, we explored the antecedents of achievement emotions. Through the use of path-modeling, we conclude that while goal setting behavior only marginally impacts achievement emotions, effort views—a crucial component of the social-cognitive model of implicit theories of intelligence—have a substantial impact on achievement emotions. 相似文献
5.
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
6.
Francisco Peixoto Cristina Sanches Lourdes Mata Vera Monteiro 《European Journal of Psychology of Education - EJPE》2017,32(3):385-405
This study analyzes the relationships between cognitive appraisals, classroom and test emotions, and math achievement in a sample of 1219 Portuguese students from the 6th and 8th grades. Participants completed measures of perceived value, perceived competence, and seven math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment, pride, and relief) experienced in two different settings: classroom and tests. Math achievement was obtained from school records. Results showed significant associations between student competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in structural equation modeling, only anger in test situations and hopelessness were significant negative predictors of students’ math achievement. Hopelessness appears to play a particular role in the interplay between cognitive appraisals, emotions, and academic achievement as it is the only emotion that relates to math achievement both in test and classroom situations. Furthermore, findings also support the existence of differences in the relationships between cognitive appraisals and the achievement emotions students experience in these two settings. 相似文献
7.
Ronnel B. King Dennis M. McInerney David A. Watkins 《Learning and individual differences》2012,22(6):814-819
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
8.
In this study, we examined the relationship between 159 predominately White pre-service teachers’ color-blind racial attitudes, emotion regulation, and psychological inflexibility with stigmatizing thoughts about race. Results indicated strong relationships between color-blind racial ideology and psychological inflexibility with stigmatizing thoughts about race. Specifically, emotion regulation difficulties (suppression strategies) served as a mediator between color-blind racial ideology (unawareness of racial privilege) and psychological inflexibility with stigmatizing thoughts about race. In addition, emotion regulation difficulties (lack of emotional clarity) served as a moderator between color-blind racial ideology (blatant racial issues) and psychological inflexibility with stigmatizing thoughts about race. Similarly, emotion regulation difficulties (impulse control difficulties) served as a moderator between color-blind racial ideology (institutional discrimination) and psychological inflexibility with stigmatizing thoughts about race. The study’s overall findings highlight pre-service teachers’ difficulties with regulating their emotions in racial situations as well as how this difficulty in turn influences their ability to change negative thoughts regarding other racial groups. The study has implications for how pre-service teachers regulate racial emotions in the classroom as well as how they may potentially interact with racially diverse students. 相似文献
9.
This study sought to better understand the adoption of multiple achievement goals at an intra-individual level, and its links
to emotional well-being, learning, and academic achievement. Participants were 480 Secondary Two students (aged between 13
and 14 years) from two coeducational government schools. Hierarchical cluster analysis revealed the presence of five clusters
of students with significantly different achievement goal profiles. MANOVAs and ANOVA, followed by post-hoc tests showed that
these clusters also differed significantly in terms of their experience of achievement emotions, use of learning strategies,
and mathematics performance. The cluster with high endorsement of mastery approach goal and low endorsement of mastery avoidance
goal was noted to have the most adaptive profile. The presence of a cluster of lowly motivated students was highlighted. Findings
emphasised the importance of investigating achievement emotions, and how the different achievement goals combine to influence
achievement-related variables. 相似文献
10.
洪幼娟 《武汉工程职业技术学院学报》2009,21(4):58-60
归因与情绪有着密切的关系。根据韦纳的归因理论,不同的归因方式引发不同的期望和情绪反应。学习焦虑作为学生学习过程中重要的情绪因素,对学生学习成绩的影响较大。在成功情境下,低焦虑水平的学生倾向于内部归因,高焦虑水平和中等焦虑水平的学生倾向于外部归因。在失败情境下,高焦虑水平学生倾向于内部归因,中等焦虑水平和高焦虑水平的学生倾向于外部归因。对如何调节高学习焦虑提出几点建议。 相似文献
11.
F. Meijers 《International journal for the advancement of counseling》2002,24(3):149-167
Existing theories of career learning do not adequately take into account the uncertain and rapidly changing conditions for careers in the modern world. Specifically, they view emotions, such as anxiety and uncertainty, as obstacles for career learning and career identity construction. We suggest a different model of identity construction in which we explicitly examine how coping with such emotions may be necessary for real changes in identity. In such a process, emotions are related to metaphors and concepts available in the cultural community, which are then given a personal meaning. Finally, we examine how such a view might change career counseling. 相似文献
12.
13.
Recent research has expanded understanding of the contribution of emotions to student engagement and achievement. Achievement emotions can be conceptualized as general ways of responding to achievement settings or specific emotional states aroused during a specific learning activity. Emotion processes can be distinguished as positive or negative, activating or deactivating. Using data from an international survey of science achievement (PISA 2006; N > 400,000 15-year-old students from 57 countries), relations between the positive, activating achievement emotion of enjoyment and a number of variables that combine with enjoyment to define students’ engagement with learning science are examined. Previously, we reported that enjoyment is central to relations between interest in science, value and knowledge, and students’ reported current and future engagement. The embedded attitudinal items from PISA 2006 allow testing of how enjoyment contributes to a more direct measure of engagement with science by assessing students’ interest in finding out more about the specific topics used to measure their science achievement. In this investigation, structural equation modeling is used to test predictions based on Hidi and Renninger’s (2006) four-phase model of interest development, and Pekrun’s (2006) control-value theory of achievement emotions. 相似文献
14.
Thomas Goetz Ulrike E. Nett Sarah E. Martiny Nathan C. Hall Reinhard Pekrun Swantje Dettmers Ulrich Trautwein 《Learning and individual differences》2012,22(2):225-234
In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately for the domains of mathematics, physics, German, and English. Our hypotheses were based on propositions of the control-value theory of achievement emotions (Pekrun, 2006), Marsh and Ayotte's (2003) differential distinctiveness hypothesis, and previous empirical findings. In line with our assumptions, observed correlations between homework emotions and classroom emotions suggested that the emotions experienced in the two settings should be assessed separately. Within domains, both homework emotions and classroom emotions showed clear linkages with students' academic self-concept and achievement outcomes, with self-concept being slightly more strongly related to classroom emotions. Between-domain relations of emotions were significantly stronger for homework emotions as compared to classroom emotions, likely due to the relative situational homogeneity of homework settings across domains. Further, between-domain relations for emotions in both settings were weaker in 11th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed. 相似文献
15.
杨莹莹 《四川教育学院学报》2014,(10):47-51
学业情绪动态转换指教学或学习过程中与学习者学习相关的各种情绪体验之间的相互转换。对学业情绪的研究不是静态地集中于某一种情绪,如焦虑、厌烦、困惑、好奇、挫折感等,而是在考虑学习情境、互动对象和学习材料之间关系的基础上研究学习者的情绪变化。学业情绪动态转换研究对学习者学习及其持续发展具有重要的影响。本文在相关实验研究的基础上,总结了不同情绪之间的转换关系、研究情境、研究方法以及学业情绪的表情特征。未来研究中如果对学习者的个体差异、学习情境以及不同学业情绪的调节方式之间的关系进一步探索,可以更进一步促进情绪对学习的积极作用。 相似文献
16.
《Contemporary educational psychology》2014,39(2):124-133
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
17.
We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed. 相似文献
18.
Prior research has demonstrated that achievement goals for teaching matter for student learning and teacher experiences. While previous studies have primarily focused on how goals differ between individuals, educational theorists and practitioners have proposed that investigating variation within individuals may be more suitable for explaining their daily experiences. To investigate the magnitude of within-person variation in goals, we distinguished between temporal variability and context specificity and tested their relevance for differences in emotional experiences when teaching. One-hundred-and-eight higher education teachers participated with 213 courses and 949 consecutive course sessions across an average of five weeks. Before each session, they reported their current achievement goals, and directly afterwards, the emotions they experienced throughout the respective session. We used multilevel analyses to investigate sources of variation in these constructs. Results indicated that between half and two thirds of the variability in goal pursuit could be attributed to a stable-general fraction (between-level: different teachers), and that goal pursuit also had substantial amounts of variable-general (different semester weeks of the teachers), stable-specific (different courses of the teachers), and variable-specific (remaining session variance) fractions. Variability in emotions could also be attributed to these four fractions to a substantial extent, with the stable-general fraction being lower than for the goals. Further, emotions were systematically related to achievement goals, with different effects being observable for the different levels. Taken together, these findings contribute to a better understanding of how to conceptualize and assess achievement goals for teaching and how they are intertwined with emotions. 相似文献
19.
The way we define learning and what we believe about the way learning occurs has important implications for situations in which we want to facilitate changes in what people know and/ or do. Learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection. Yet many designers are operating under the constraints of a limited theoretical background. This paper is an attempt to familiarize designers with three relevant positions on learning (behavioral, cognitive, and constructivist) which provide structured foundations for planning and conducting instructional design activities. Each learning perspective is discussed in terms of its specific interpretation of the learning process and the resulting implications for instructional designers and educational practitioners. The information presented here provides the reader with a comparison of these three different viewpoints and illustrates how these differences might be translated into practical applications in instructional situations. 相似文献
20.
IntroductionAs feedback that nursing students receive during internships triggers emotional episodes, it results in changes in self-esteem, motivation, and learning behaviors. The adaptive or maladaptive nature of emotions is modulated via emotion regulation strategies.MethodTo understand how the students experienced and acted upon these emotional episodes, we applied an existential phenomenological approach.ResultsStudents experience a wide range of emotions in feedback situations. These emotions regularly require the use of emotion regulation strategies. We have described three kinds of such strategies. Based on the results of this and previous studies, we have developed a comprehensive model of feedback processing by students in the context of nursing internships, in which emotions and their regulation are central.DiscussionEmotion regulation strategies are often unconscious and should be developed by students during their training, especially in consciously designed feedback conditions of teachers and instructors, in which students should feel understood, respected, and invited to actively involve themselves in the processing of feedback. Finally, we make a few recommendations to education professionals.ConclusionsFeedback processing by future nurses during internships involves a complex emotional process that affects their behavior, either conducive to learning or not. Emotion regulation strategies may be required in these situations. Moreover, students' emotions are influenced by various determinants, which evolve in a circular dynamic as feedback occurs over time. 相似文献