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1.
Anastasia Efklides Anastasia Kourkoulou Frosso Mitsiou Despina Ziliaskopoulou 《Metacognition and Learning》2006,1(1):33-49
The present study aimed at identifying the effects of mood treatment, personality factors, and metacognitive knowledge of
effort–i.e., conceptualization of effort and perceptions of effort regulation–on metacognitive experiences of students, particularly
on their reported feeling of difficulty and estimate of effort. The sample comprised 474 students of 5th and 7th grade of
both genders. The participants were tested in two phases. In the first phase, they were asked to respond to questionnaires
measuring (a) metacognitive knowledge of effort, (b) maths self-concept, (c) goal orientations, and (d) a test of maths ability.
In the second phase, participants were subjected to mood treatment–neutral, positive, and negative– and were asked to solve
a mathematical problem. They also rated their prospective metacognitive experiences before solving the problem and the retrospective
ones after solving it. Mood treatment interacted with gender in the case of performance but it had no effect on metacognitive
experiences. A series of regression analyses showed that positive mood, personality factors, and feeling of difficulty predicted
the prospective estimate of effort. Only feeling of difficulty and performance predicted the retrospective estimate of effort.
No effect of metacognitive knowledge of effort on estimate of effort was found. 相似文献
2.
《教育心理学家》2013,48(3):183-193
The study of achievement motivation has been focused on the prediction of performance, while neglecting the self- and other-directed emotions and personality inferences that are inherent in achievement settings. Attributional principles are used here to provide a research scaffold to study these neglected topics. Included within the paper are examinations of admiration, anger, arrogance, contempt, deceit, derogation, encouragement, envy, flattery, gratitude, guilt, hopelessness, modesty, pride, schadenfreude (joy in the failure of another), shame, and sympathy. These are some of the psychologically meaningful emotions and personality inferences that are in need of research attention in achievement contexts. 相似文献
3.
The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice 总被引：6，自引：0，他引：6
Reinhard Pekrun 《Educational Psychology Review》2006,18(4):315-341
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.
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| Reinhard PekrunEmail: |
4.
This study examined the relation of mathematics performance and gender with seven mathematics-related emotions (enjoyment, pride, anger, anxiety, shame, hopelessness and boredom) among adolescents. Using strict and lenient mathematics performance cut-off scores, respective groups of adolescents with mathematics difficulties (MD, n = 136), low (LA, n = 166) and typical mathematics performance (TA, n = 1056) were identified. Our results revealed that the MD group reported more shame than the LA group. The MD group also reported more negative emotions and less positive emotions than the TA group, with the exception of boredom, for which there was no statistically significant difference. The interaction effect between mathematics performance group and gender on emotions was significant. Only females with MD showed significantly higher levels of hopelessness and shame than females with LA, while males with LA even reported more boredom than males with MD. Concerning gender differences, males reported slightly more pride and enjoyment than females. However, the direction and magnitude of the gender differences showed great variance among mathematics performance groups. The practical implications of the results are discussed. 相似文献
5.
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
6.
This study aimed at investigating the relations between students' strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second-graders were individually examined in tasks involving cubes assembly and in academic self-concept in mathematics. Students' cognitive, metacognitive, and Motivational/Volitional Strategic Behaviours were video-recorded and rated by two independent observers. Structural equation modelling showed that the cognitive and Metacognitive Strategic Behaviours were explained by a cognitive self-regulation factor which correlated with the Motivational/Volitional Strategic Behaviour factor. The importance of the cognitive self-regulation factor for task performance and the association of domain-specific self-concept with Motivational/Volitional Strategic Behaviour were shown. 相似文献
7.
This study examined the expression of shame and pride in maltreated and nonmaltreated preschool children. 84 4–5-year-old children and their mothers participated in the study: 42 had a history of child maltreatment and 42 served as matched controls. Children were presented with easy and difficult tasks and their emotional responses of shame and pride were observed. No shame was shown when subjects succeeded on the tasks and no pride was shown when they failed. Maltreating mothers offered more negative feedback, particularly to their daughters, than nonmaltreating mothers. Maltreated girls showed more shame when they failed and less pride when they succeeded than nonmaltreated girls. The relation between differential socialization practices and the self-conscious emotions is explored as it relates to observed gender differences in emotionality and self-concept. 相似文献
8.
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model
Anastasia Efklides 《教育心理学家》2013,48(1):6-25
Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task × Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive knowledge and skills, self-concept, perceptions of control, attitudes, emotions, and motivation in the form of expectancy-value beliefs and achievement goal orientations are hypothesized. These person characteristics guide top-down self-regulation. At the Task × Person level, that is, the level at which SRL events take place, metacognitive experiences, such as feeling of difficulty, and online affective states play a major role in task motivation and bottom-up self-regulation. Reciprocal relations between the two levels of functioning in SRL are also posited. The implications of the MASRL model for research and theory are discussed. 相似文献
9.
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
10.
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
11.
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
12.
Reinhard Pekrun Thomas Goetz Anne C. FrenzelPetra Barchfeld Raymond P. Perry 《Contemporary educational psychology》2011,36(1):36-48
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
13.
Temperament and Parenting Antecedents of Individual Differences in Three-Year-Old Boys' Pride and Shame Reactions 总被引：1，自引：1，他引：1
To examine individual differences in pride and shame reactions of 3-year-olds and their temperamental and parenting antecedents, 110 boys were studied at ages 36 and 37 months in a "rigged" achievement situation. After being trained to complete explicitly stipulated "easy" and "difficult" tasks before a buzzer sounded, success and failure were manipulated by artificially "rigging" how much time the child had to work on these tasks. Children's facial, verbal, and postural reactions to success and failure were composited to create pride scores following success and shame scores following failure. As expected, pride reactions were greater following success on the difficult than on the easy task, and shame reactions were greater following failure on the easy than on the difficult task. Early temperament (at 12/13 months) proved unrelated to pride and shame. With respect to parenting, measurements composited across 15, 21, 27, and 33 months showed that mothers and fathers who were more positive in their parenting had children who displayed less pride, and that children whose parents (especially mothers) were more negative in their parenting evinced less shame. These counterintuitive findings are discussed in terms of differences between assessments of parenting obtained in this investigation of parenting antecedents and those obtained in other studies of parental responses in the achievement situation itself. Directions for future research are outlined. 相似文献
14.
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
15.
The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students’ task-related emotional responses were recorded following experiences of success and failure while working with an individualised computer-based mathematics learning environment. In addition, relations between these patterns of emotional responses after success and failure experiences and trait-like motivational variables, self-concept of ability, subject value, orientation to learning from errors, goal orientation and causal attributions, were examined. Two separate studies are reported. In Study 1 emotions associated with success and failure experiences in mathematics were investigated in relation to self-concept of ability, subject value and orientation to learning from errors. In Study 2, patterns of emotion following success and failure were examined in relation to students’ goal orientation and their causal attributions for success in school. 相似文献
16.
Christine Ingleton 《Higher Education》1995,30(3):323-335
Research into learning at the tertiary level has paid little attention to emotional factors in learning. In this study, emotions experienced in classrooms are examined through written narratives, using the methodology of Memory-Work. The experiences, reflections and writings of the women taking part indicate the centrality of relationships in the construction of beliefs about themselves as learners, and the persistence of such beliefs through to adulthood and tertiary education. The findings suggest that emotionally-laden beliefs and behaviours, which are inextricably bound up with cognition, profoundly influence learning at tertiary level.Particularly powerful for women are emotions associated with being affirmed and being shamed. Conflicting discourses of caring and competitiveness, compliance and rebellion, and silence and risktaking, have their roots in pride and shame. These emotions are basic organising themes around which well-being is constructed. They are powerful motivators in tertiary learning, and if, as it appears, they are constructed differently for men and women, both emotion and gender are significant factors in learning. 相似文献
17.
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
18.
ChanMin Kim Seung Won Park Joe Cozart 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):171-185
We investigated what factors would be related to students' achievement in mathematics courses offered at a virtual high school. This was an attempt to understand why some succeed and some do not as well as to suggest what should be done to help with student success. Seventy‐two students responded to a self‐report survey on motivation (ie, self‐efficacy, intrinsic value), mathematics achievement emotions (ie, anxiety, anger, shame, hopelessness, boredom, enjoyment, pride), and cognitive processes (ie, cognitive strategy use, self‐regulation). A three‐step hierarchical multivariate regression was employed to examine which of the factors predict student achievement. Results showed that motivation accounted for approximately 13% of the variance in student achievement and self‐efficacy was the significant individual predictor of student achievement. However, when achievement emotions were added to the analysis, self‐efficacy failed to predict student achievement and emotions accounted for 37% of the variance in student achievement. Cognitive strategy use and self‐regulation did not explain any additional variance in the final scores. Findings are discussed and implications for future research and development are also suggested. 相似文献
19.
The distinction between grandiose and vulnerable narcissism is new to the child literature, but initial findings suggest that it may have important implications for understanding adjustment. This study examined how expressions of narcissism in children influence their reactions to a mild egothreats experience. Children (N = 124; aged 8–12 years) completed self-ratings before and after doing a brief but challenging task. Negative emotions, self-conscious emotions, and performance estimates were measured. Regression analyses showed that, even after controlling the effects of self-esteem and temperament, vulnerable narcissism was related to increased hostility, anger, and shame, whereas grandiose narcissism was related to inflated performance estimates following the task. These results demonstrate the unique roles of grandiose and vulnerable narcissism in children. 相似文献
20.
Reinhard Pekrun Stephanie Lichtenfeld Herbert W. Marsh Kou Murayama Thomas Goetz 《Child development》2017,88(5):1653-1670
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