High self-control predicts more positive emotions, better engagement, and higher achievement in school |
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| Authors: | Ronnel B King Marianne Jennifer M Gaerlan |
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| Institution: | 1. Learning Sciences Lab, National Institute of Education, Nanyang Technological University, NIE5-B3-62, 1 Nanyang Walk, Singapore, 637616
2. Department of English and Applied Linguistics, College of Education De La Salle University, Manila, Philippines
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| Abstract: | 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. |
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