Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research
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Citations
Empowering or disabling? Emotional reactions to assessment amongst part-time adult students
Self-Handicapping Among University Students: The Role of Procrastination, Test Anxiety, Self-Esteem, and Self-Compassion.
The role of temperament in children's affective and behavioral responses in achievement situations
Causal Discovery with Models: Behavior, Affect, and Learning in Cognitive Tutor Algebra
Must we suffer to succeed? When anxiety boosts motivation and performance.
References
The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions.
An attributional theory of achievement motivation and emotion.
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Transactional theory and research on emotions and coping
EMOTIONAL CONTAGION Gender and Occupational Differences
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Frequently Asked Questions (11)
Q2. What are the common emotions that predict high achievement?
With the exception of relief, positive emotions such as academic enjoyment, hope, and pride predicted high achievement, and negative emotions predicted low achievement.
Q3. What contributions have the authors mentioned in the paper "Academic emotions in students’ self-regulated learning and achievement: a program of qualitative and quantitative research" ?
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.
Q4. What future works have the authors mentioned in the paper "Academic emotions in students’ self-regulated learning and achievement: a program of qualitative and quantitative research" ?
Bearing these limitations in mind, the findings may nevertheless warrant some more general conclusions and implications for future research.
Q5. What does the model assume that positive emotions can deactivate motivation to continue academic work?
Positive emotions such as relief or relaxation can deactivate any immediate motivation to continue academic work, thus facilitating disengagement.
Q6. What were the common emotions reported by students?
Aside from anxiety, emotions reported most often were enjoyment of learning, hope, pride, and relief, as well as anger, boredom, and shame.
Q7. What are the main assumptions about the effect of positive activating emotions on academic achievement?
positive activating emotions may be assumed to affect achievement positively by strengthening motivation and enhancing flexible learning.
Q8. What were the components of the emotional experiences used for creating these taxonomies?
Their participants reported a broad range of affective, cognitive, physiological, and motivational elements of their emotional experiences that were used for creating these taxonomies.
Q9. How should the authors address reciprocal causation in classroom research?
Future research should address reciprocal causation by including measures of academic emotions into longitudinal classroom research.
Q10. What are the correlations between positive emotions and learning strategies?
With the exception of relief, positive emotions related positively to metacognitive strategies, elaboration, organization, and critical thinking, thus suggesting that positive academic emotions may in fact facilitate flexible, creative modes of thinking.
Q11. What did the authors expect to see in the students’ reports about boredom?
The authors had expected that boredom should occur when demands are too low, as in the case of high-ability students who are taught in regular classes.