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1.
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   

2.
This mixed‐methods study of urban low‐income, English‐proficient Chinese American, second‐generation 15‐year‐olds (conducted in 2004; N = 32) examined the relation among the virtue model of learning communicated by parents and adolescents’ learning beliefs, self‐regulated learning (SRL) behaviors, and academic achievement. Analysis of in‐depth individual interviews revealed that for these adolescents, perceptions of family educational socialization predicted students’ endorsement of their culture's virtue‐oriented learning beliefs and that adolescents’ endorsement of these learning beliefs predicted their academic achievement. Importantly, adolescents’ reported that use of SRL strategies mediated the relationship between their endorsement of virtue‐oriented learning beliefs and their academic achievement. Findings are discussed in the context of further research linking cultural learning beliefs, SRL, and children's academic achievement.  相似文献   

3.
Panel mediation models and fixed‐effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First‐grade EC mediated the relation between parents' reactions at kindergarten and second‐grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time‐invariant covariates of EC and math achievement were controlled, first‐grade EC no longer predicted second‐grade math achievement.  相似文献   

4.
This study investigated associations among third‐grade teachers' (N = 27) symptoms of depression, quality of the classroom‐learning environment (CLE), and students' (N = 523, Mage = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This depended on students' fall mathematics scores; students who began the year with weaker math skills and were in classrooms where teachers reported more depressive symptoms achieved smaller gains than did peers whose teachers reported fewer symptoms. teachers' depressive symptoms were negatively associated with quality of CLE, and quality of CLE mediated the association between depressive symptoms and student achievement. The findings point to the importance of teachers' mental health, with implications for policy and practice.  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.
To understand the conditions fostering positive outcomes of inclusive schooling, this two‐wave study examined the role of individual change in trust and sympathy for adolescents' cross‐group friendships and inclusive attitudes toward students with low academic achievement. Cross‐group friendships, intergroup trust, intergroup sympathy, and inclusive attitudes were obtained from surveys completed by 1,122 Swiss adolescents (Mage T1 = 11.54 years, Mage T2 = 12.58 years) from 61 school classes. Results from a parallel latent change score model revealed that the number of cross‐group friendships positively related to individual change in trust and sympathy; this growing trust and sympathy in turn predicted adolescents' inclusive attitudes. These findings are discussed regarding theories of intergroup contact and inclusive schooling.  相似文献   

7.
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   

8.
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献   

9.
Associations between moral-related traits, such as justice sensitivity (JS), the tendency to negatively respond to injustice, and moral development are largely unknown. From May to December 2018, 1329 5- to 12-year-olds (M = 8.05, SD = 1.02; 51.2% girls, 1.3% transgender and gender-nonconforming) from Germany rated their JS, moral reasoning, emotions, and identity; parents and teachers rated children's theory of mind (ToM) and empathy. Victim JS (caring for own justice) predicted more attributions of positive emotions to norm transgressors in structural equation models (β = .295). Altruistic JS (caring for other's justice) predicted less attributions of positive emotions (β = −.343) and a stronger moral identity (β = .392) unless ToM was considered. Particularly altruistic JS showed associations with advanced moral development. Hence, moral-related traits deserve more attention by moral-development research.  相似文献   

10.
This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents’ transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents’ school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students’ transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age MT1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents’ self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents’ adaptive motivational development across educational transitions.  相似文献   

11.
Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, Mage = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning.  相似文献   

12.
Motivation and emotion are of critical importance for students' academic learning and achievement. Drawing on Eccles and Wigfield's situated expectancy-value theory and Pekrun's control-value theory, we examined to what extent specific expectancy-value appraisals related to studentsʼ achievement emotions. We collected intensive state data of N = 95 university students over one semester in an online learning environment. Students' appraisals were analyzed on different aggregation levels in a hierarchical design, which accounts for variability within learning situations and between students. Our results corroborated theoretical assumptions that expectancy-value appraisals are positively associated with positive emotions and negatively with negative emotions. However, we found that students experienced positive emotions in learning situations of high intrinsic and utility value, but not in situations of high attainment value. Examining appraisal combinations and discrete emotions, we found that particularly studentsʼ perceived costs moderated the relationship between expectancy and frustration and boredom on the situation level.  相似文献   

13.
In this study we investigated whether elementary mathematics teachers’ knowledge of their students, as reflected in both the accuracy and confidence with which they are able to estimate their students’ task-specific performance on sets of mathematics problems, predicted students’ overall mathematics achievement. Thirty-nine teachers made predictions about the performance of a random sample of target students (n = 150) in their classrooms on sets of “easy” and “difficult” multiplication and division problems. Teachers also provided confidence ratings for those judgments. From these data, indicators of teachers’ judgment accuracy, judgment confidence and calibration accuracy (a measure of metacognitive monitoring) were then related to all of their students’ (n = 834) performance on year-end standardized mathematics achievement tests. Multilevel analyses indicate that teachers’ calibration accuracy, but not their task-specific judgment accuracy, significantly predicted students’ mathematics achievement. Implications for future research on teacher knowledge as well as professional development programs are discussed.  相似文献   

14.
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   

15.
The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions within one school year. Cross-lagged path models showed positive reciprocal associations between conflict with the math teacher and externalizing behavior over time. For the Dutch teacher, externalizing behavior positively predicted conflict over time, but not the other way around. Externalizing behavior also negatively predicted closeness with both teachers over time.  相似文献   

16.
Using data from 1,571 ninth‐grade students (Mage = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle‐class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents’ self‐concept, child's need for support, and parents’ time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross‐sectional and longitudinal associations with students’ motivational (self‐concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self‐concept and higher achievement than students from other family types.  相似文献   

17.
Through five waves of data collection, this longitudinal study investigated the development of spatial skills in 304 elementary school children (Mage = 7.64 years) as they progressed from the second to fourth grade. The study focused on whether multiple latent classes with different developmental profiles best explain development. Spatial skills were measured by tests featuring two‐dimensional figures. Mathematics achievement was measured by the statewide end‐of‐year test and was included as a distal outcome variable. The role of covariates, including socioeconomic status, verbal working memory, and gender, was also explored. The results indicate a need to view two‐dimensional spatial skills development as multidimensional with two developmental profiles predicted by socioeconomic status, verbal working memory, and gender. The developmental profiles predicted differences in mathematics achievement.  相似文献   

18.
The use of self-generated drawings has been found to be a powerful strategy for problem solving. However, many students do not engage in drawing activities. In this study, we investigated the effects of the enjoyment of the drawing strategy, anxiety about the drawing strategy, and prior intramathematical performance on the use of the drawing strategy and modelling performance. We explored the role of the drawing strategy as a mediator between emotions and modelling and whether intramathematical performance moderated the effects of emotions (N = 220, mean age 14.5 years). Enjoyment and anxiety with respect to generating drawings and intramathematical performance predicted the use of the drawing strategy. Enjoyment positively affected modelling performance indirectly via the use of the drawing strategy. Anxiety negatively affected modelling performance via the use of the drawing strategy for students with lower intramathematical performance. Our findings demonstrate that experiencing activating emotions (i.e., enjoyment and anxiety) with respect to strategies and prior intramathematical performance are important for strategy use and modelling performance. Implications for the theory of self-generated drawing and the control-value theory of achievement emotions and practical implications for training and supporting the drawing strategy are discussed.  相似文献   

19.
Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.  相似文献   

20.
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   

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