Leveraging translanguaging in GenAI-enhanced language classes: capturing its impact on multilingual English learners’ achievement emotions and academic engagement through latent growth curve modelling (LGCM)

زمینه و هدف: هيجانات براي يادگيري و پيشرفت دانش‌آموزان و دانشجويان از اهميت ويژه‌اي برخوردار است. هدف این پژوهش تعیین رابطه بين جهت‌گيري اهداف پيشرفت و راهبردهاي تنظيم شناختي هيجان با هيجانات پيشرفت مثبت و منفي تحصیلی در دانشجويان دانشگاه پيام‌نور استان آذربایجان غربی در سال تحصیلی 99-1398 بود. روش و مواد: پژوهش حاضر از نوع همبستگي بود و جامعه آماری آن همه دانشجویان مقطع کارشناسی دانشگاه پیام نور استان آذربایجان غربی است که در نیمسال اول سال تحصیلی 99-1398 به تحصیل اشتغال داشتند. براساس روش نمونه‌گیری خوشه‌ای تعداد 391 نفر شامل 264 نفر دختر و 105 نفر پسر انتخاب شدند. برای گردآوري داده‌ها از پرسشنامه‌هاي جهت‌گيري اهداف، راهبردهاي شناختي تنظيم هيجان و هيجانات پيشرفت استفاده شد. براي محاسبه رابطه بين متغيرها از آزمون ضريب همبستگي پيرسون، و براي بررسي تأثير متغيرهاي پيش‌بين بر متغير ملاک از آزمون رگرسيون گام به گام و جهت تجزيه و تحليل داده‌ها از نرم‌افزار SPSS-24 انجام شد. یافته ها: با افزایش جهت‌گیری هدف تسلط مدار گرایشی با میانگین (انحراف معیار) (4) 9/16،جهت‌گیری هدف عملکرد اجتنابی (2/4) 6/16، جهت‌گیری هدف عملکرد گرایشی (4) 1/17 و سبک‌های تنظیم هیجانی شناختی سازگار(7/12) 2/59،نمره هیجانات پیشرفت مثبت (6/20) 3/102 افزایش یافت (001/0>P) و نمره هیجانات پیشرفت منفی (9/29) 7/105 کاهش یافت (001/0>P). با افزایش سبک‌های تنظیم هیجانی شناختی ناسازگار با میانگین (انحراف معیار) (1/9) 1/41، هیجانات پیشرفت منفی (9/29) 7/105 افزایش یافت. جهت‌گيري هدف تسلط مدار گرايشي، سبک‌هاي تنظيم هيجاني شناختي سازگار و جهت‌گيري عملکرد گرايشي 6/31% از واريانس متغير هيجانات پيشرفت مثبت دانشجويان را تبيين مي‌کنند. همچنین مؤلفه‌های جهت‌گيري هدف تسلط مدار گرايشي، سبک‌هاي تنظيم هيجاني شناختي ناسازگار و سبک‌هاي تنظيم هيجاني شناختي سازگار20% از واريانس متغير هيجانات پيشرفت منفي دانشجويان را تبيين مي‌کنند. نتیجه گیری: با افزایش نمرات مؤلفه‌های جهت گیری اهداف شامل جهت‌گیری هدف تسلط مدار گرایشی، جهت‌گیری هدف عملکرد اجتنابی و جهت‌گیری هدف عملکرد گرایشی، نمره هیجانات پیشرفت مثبت دانشجویان افزایش و هیجانات پیشرفت منفی کاهش یافت. همچنین با افزایش سبک‌های تنظیم هیجان شناختی سازگار، میزان هیجانات پیشرفت مثبت افزایش و میزان هیجانات پیشرفت منفی کاهش یافت. با افزایش سبک‌های تنظیم هیجان شناختی ناسازگار نیز هیجانات پیشرفت منفی افزایش یافت.

This meta-analysis synthesized 93 independent samples (N = 30,003) in 77 studies that reported in 78 articles examining correlations between achievement goals and achievement emotions. Achievement goals were meaningfully associated with different achievement emotions. The correlations of mastery and mastery approach goals with positive achievement emotions and those between performance avoidance goals and negative achievement emotions were large based on Cohen’s guidelines. The correlations of performance approach goals with positive and negative achievement emotions were comparable. The variation in the correlations between achievement goals and achievement emotions can be explained by achievement emotion indicators. The correlations of mastery goals with enjoyment and interest were larger than those with anxiety.

Achievement emotions (e.g., enjoyment, pride, anxiety, boredom) critically influence students' academic engagement and performance. Teachers foster intrinsic motivation and positive achievement emotions by providing autonomy support that fulfills students' psychological needs. In contrast, emotionally abusive teacher behaviors (e.g., sarcasm, belittlement) thwart these needs, leading to negative emotions and academic burnout. This study examined how teacher autonomy support and teacher emotional violence relate to students' achievement emotions, and whether teacher-student relatedness mediates these effects. 1506 high school students (52.3% girls; Mage = 15.94, SD = 0.69) from a county-level school in Shaanxi Province participated in our study. Participants completed self-report questionnaires, including the Learning Climate Questionnaire, Emotional Abuse Scale, Achievement Emotions Questionnaire, Teacher-Student Relationship Questionnaire, and a Demographic Questionnaire. Data collection for this cross-sectional study was completed in January 2024. Teacher autonomy support was positively correlated with teacher-student relatedness and students' positive achievement emotions, whereas teacher emotional violence was associated with poorer teacher-student relationships and more negative emotions. Furthermore, teacher-student relatedness significantly mediated the effects of both autonomy support and emotional violence on students' achievement emotions. These findings highlight the pivotal role of supportive teacher behaviors and relationships in shaping students' emotional experiences. Enhancing teachers' autonomy support and eliminating emotional violence through targeted training could strengthen teacher-student relatedness and foster more positive achievement emotions among students.

Based on the control-value theory (CVT), this study qualitatively investigated the relationship between control-value appraisals, achievement emotions (mainly enjoyment, pride, and hope), and English-as-a-foreign-language (EFL) performance, and explored other antecedents of achievement emotions in addition to control-value appraisals. Data were collected from six Chinese high school students through two semi-structured interviews and one focus group discussion. With thematic analysis, data were analyzed under the framework of the CVT using NVivo 11.0. Results indicate that high perceived control, high perceived extrinsic, and intrinsic values were interactively associated with enjoyment, pride, and hope. Low perceived control, high perceived extrinsic value, and low perceived intrinsic value were interactively associated with fewer positive achievement emotions (only hope) and more negative achievement emotions like fear. High perceived control, high perceived extrinsic value, and low perceived intrinsic value were interactively associated with fewer positive achievement emotions (only pride), and more negative achievement emotions like anguish. Besides, positive achievement emotions were positively associated with EFL performance, while negative achievement emotions were negatively associated with EFL performance. Moreover, factors inside the classroom, factors outside the classroom, and personal factors were found to be the antecedents of achievement emotions in EFL learning.

This empirical study focuses on students’ development of positive and negative achievement emotions during the first year and the beginning of the second year of secondary school. Using multilevel growth curve modelling, the development of the achievement emotions enjoyment, pride, anxiety, hopelessness and boredom during class in general was investigated. Data from 584 students (taken at three different time points during the first year and the beginning of the second year of secondary school in Germany) was analysed by controlling for gender and the type of school. The results confirm the main assumption: positive achievement emotions decline, whereas negative achievement emotions increase after transition to secondary school. The assumption regarding the effects of type of school was also confirmed: students entering a higher track school (German Gymnasium) experience more positive achievement emotions than students in middle track schools (German Realschule) do. However, the decline in these achievement emotions in higher track schools is comparatively worse than for students in middle track schools. The results are discussed with regard to students’ further studies, as well as the wider educational implications.

Achievement emotions are defined as emotions that are directly linked to achievement activities or achievement outcomes. Achievement emotions are very important in the learning process because they can affect learning performances and learning outcomes. This study was carried out with the intention of examining the types of emotions that students experience and the affective factors related to achievement emotions. In the current study, three positive emotions, including enjoyment, hope, and pride, and three negative ones, including anger, anxiety, and boredom, are examined using an adapted version of the Achievement Emotions Questionnaire by Pekrun (2002). Students' emotional experiences are studied in learning-related achievement situations at university. Three hundred eighty students currently attending Hoa Sen University participated in the study. The results reveal that the students have a moderate and high level of positive and negative emotions. In addition, there is a significant difference in students' level of positive achievement emotions in terms of gender, hometown, and major and negative emotions in terms of hometown. Moreover, in-depth interview results reveal that most of the problems which lead to negative emotions are related to individual students. From the results, some educational implications are drawn to help minimize learners’ negative emotions and foster their positive emotions.

Achievement emotions have a profound impact on students' academic achievements and learning strategies, especially in online learning context where students may face great challenges in maintaining positive emotions due to physical separation and social isolation. While most studies focus on achievement emotions as predictors of academic performance, fewer have examined them as outcome variables. However, achievement emotions themselves can be seen as an important learning outcome, as experiencing positive achievement emotions is also a valuable learning goal. This study explored key factors influencing achievement emotions among Chinese elementary and middle school students in online mathematics learning, using control-value theory as a framework. Data were collected using stratified sampling, and backward regressions were used to analyze data from 2,940 students. In addition, mediation analyses were conducted to examine whether control and value appraisals mediated the relationship between technology efficacy and achievement emotions. Results indicated that control and value appraisals were the strongest predictors of achievement emotions, positively predicting positive emotions and negatively predicting negative emotions. Notably, negative effort belief positively predicted all three negative emotions substantially, surpassing the predictive effects of control appraisal. This study also found that technology efficacy positively predicted all positive emotions and negatively predicted anxiety. Regarding demographic factors, grade level and school tier significantly influenced some achievement emotions, but gender was not a significant predictor. In addition, mediation analyses showed that control and value appraisals partially mediated the effects of technology efficacy on both positive and negative achievement emotions. This study emphasizes the need to optimize online learning by enhancing students' control and value appraisals, addressing negative effort beliefs. Special attention should be given to students in disadvantaged schools and boys in all schools during online mathematics learning.

본 연구의 목적은 사회정서역량과 성취정서 사이의 관계를 밝히고 중등학교 학생들의 정신적 건강과 학업성취도를 향상시키기 위한 기초 자료를 제공하는 것이다. 이를 위해 이 연구에서는 첫째, 중학생과 고등학생의 성취정서에는 어떤 차이가 있는지, 둘째, 사회정서역량 수준에 따른 성취정서 차이를 분석하였다. 마지막으로 사회정서역량의 하위변수가 성취정서에 어떤 영향을 미치는지 분석하였다. 본 연구는 중등학교 학생 322명을 대상으로 실시하였다. 연구 결과에 따르면 첫째, 중학생들은 고등학생들에 비하여 긍정 성취정서는 높고, 부정 성취정서는 낮은 점수를 보였다. 둘째, 사회정서역량이 높은 학생일수록 긍정 성취정서가 높았으며, 부정 성취정서는 낮게 나타났다. 셋째, 긍정 성취정서에 영향을 미치는 사회 정서역량의 하위변수는 책임 있는 의사결정, 자기관리였으며, 부정 성취정서의 경우 자기인식, 자기관리 가 영향을 미치는 것으로 밝혀졌다.The aims of this study were to investigate the relationship between social and emotional competencies and achievement emotions and to provide basic research references for improving the emotional health and academic achievement of secondary school students. In doing so, this study analyzed first the differences in achievement emotions between middle- and high- school students, and second the differences in achievement emotions according to by the level of social and emotional competencies. Last, this study analyzed the extent to which sub-components of social and emotional competencies affect achievement emotions. A sample of 322 secondary school students were analyzed in this study. The findings of this study are as follows. First, middle school students showed higher level of positive achievement emotions, but lower level of negative achievement emotions than high school students. Second, the higher the social emotional competencies, the higher the positive achievement emotions and the lower level of negative achievement emotions. Third, sub-components of social and emotional competencies affecting positive achievement emotions were responsible decision-making and self-management, while self-awareness and self-management appeared to influenced negative achievement emotions.

In this study, achievement emotions were compared between the gifted and regular students. The significant differences for each group were shown in all eight elements respectively in lesson situation, learning situation and test situation. Among various achievement emotions, it was also found that the gifted students showed higher level of positive achiecement emotions. Furthermore, positive achievement emotions can have positive effects in increasing the achievement level in science subject. On the other hand, the negative achievement emotions were higher for ordinary students that could have negative effets. The influential factors were recognizing the values of Science, Science experiments, positive evaluation experiences, aggressive learning attitudes, interests and knowledge, positive self-perceptions, career relationships, and teachers` recognitions. These factors influenced in imcreasing students` positive achievement emotions and decreasing negative achievement emotions. By conducting in-depth advanced conversations with students based on the above results could increase students` interest and positive achievement emotions.

The purpose was to examine the relationship between cognitive appraisals of control and value, learning-related achievement emotions, and academic achievement among Iranian EFL university students. Participants included 440 senior EFL students of different ages (22-35) from 15 universities in Iran. They completed the Motivated Strategies for Learning Questionnaire (Pintrich, et al., 1991), and the Achievement Emotions Questionnaire (Pekrun et al., 2005). Moreover, the participants’ total Grade Point Averages were collected from the universities. The results revealed that control and value appraisals were positively correlated with all positive emotions, while all negative emotions except boredom were negatively correlated with control and value appraisals. Moreover, perceived value of learning could best predict participants’ enjoyment, while the perceived control over learning could best predict their hopes. The results also revealed that positive achievement emotions were positively correlated with participants’ academic achievement, while negative achievement emotions were negatively correlated with it. Finally, the findings showed enjoyment was the best predictor of participants’ academic achievement. The results can support EFL educators, material developers and syllabus designers to get a better description of EFL students’ control and value appraisals, achievement emotions and academic achievement, and their relationships with each other.

Creative coping is the use of creativity as a positive strategy when facing stress. The existing empirical investigation of creative coping is scarce, particularly in the field of educational psychology. The present study aims to explore the relationships of college students' creative coping and their achievement emotions and academic stress as well as the underlying mechanism. The sample included 780 Chinese college students. The Creative Coping Scale, Positive Psychological Capital Questionnaire, Learning Stress Inventory for College Students, and the short version of the Achievement Emotions Questionnaire were used. Statistical results showed that creative coping was positively related with students' positive achievement emotions and negatively related with negative achievement emotions, but insignificantly with academic stress. Moreover, psychological capital played a mediating role in the relationship between creative coping and achievement emotions and in the relationship between creative coping and academic stress with a suppression effect.

Achievement emotions, defined as the emotions generated in the academic process or by achievement results, are critical for an individual's mental health, personality development, and academic productivity. Referring to the well-known big-fish-little-pond effect on academic self-concept, which describes the well-known phenomenon that students in selective schools/classes tend to have lower academic self-concepts than those who are comparably competent but attend regular schools/classes, Pekrun and colleagues focused on German students and proposed a similar happy-fish-little-pond effect on achievement emotions in 2019. In our paper, we examined whether this effect exists in extreme cases. To maximize the positive reflected-glory effect of being in a selective school and minimize the negative social comparison contrast effects that result from being ranked low in the school, we conducted an investigation in the Chinese collectivist cultural setting and compared the achievement emotions of students from a highly selective senior middle school with those of students from a regular school where the top-ranking students fell short of the bottom-ranking students in the selective school in terms of academic performance. Through an analysis of variance and a moderated serial mediation model, our study revealed that the bottom-ranking students in the selective school had less positive achievement emotions, lower academic self-concepts, and more negative achievement emotions than the top-ranking students in the regular school, providing strong evidence that students rely more on social comparison than on objective self-evaluation standards to evaluate themselves. The implications of the results for educational policies are discussed.

The Syrian government's violent suppression of pro-democracy protests in March 2011 sparked a civil war that resulted in the deaths of hundreds of thousands of people and the displacement of millions. This study focuses on the emotional achievement of 357 Syrian primary and secondary school students who have moved to Türkiye and are under temporary protection. The researchers used the achievement emotion scale to collect data. They conducted a t-test, analysis of variance, correlation analysis and multiple linear regression to examine the sociodemographic factors affecting students' achievement emotions. The results revealed that boy students experienced more negative achievement emotions than girl students, and that the longer the students have been in temporary protection, the more their positive achievement emotions have decreased. The ongoing war in Syria has dire consequences for school-age children who have been forced to flee their homes.

The Syrian government’s violent suppression of pro-democracy protests in March 2011 sparked a civil war that resulted in the deaths of hundreds of thousands of people and the displacement of millions. This study focuses on the emotional achievement of 357 Syrian primary and secondary school students who have moved to Türkiye and are under temporary protection. The researchers used the achievement emotion scale to collect data. They conducted a t-test, analysis of variance, correlation analysis and multiple linear regression to examine the sociodemographic factors affecting students’ achievement emotions. The results revealed that boy students experienced more negative achievement emotions than girl students, and that the longer the students have been in temporary protection, the more their positive achievement emotions have decreased. The ongoing war in Syria has dire consequences for school-age children who have been forced to flee their homes.

This study integrates the underexamined sociocognitive mindfulness and achievement emotions in nursing. This study examined the relationships between meditative and sociocognitive mindfulness and between mindfulness, achievement emotions, and academic outcomes. It also investigated the mediating effects of achievement emotions. In total, 459 Korean nursing students completed a questionnaire measuring mindfulness, achievement emotions, and academic outcomes. Three-step regression analysis and Sobel test were performed to explore the mediating effects of achievement emotions. Meditative and sociocognitive mindfulness correlated with each other; they correlated positively with positive achievement emotions and academic outcomes and negatively with negative emotions. Students' positive emotions correlated positively with academic outcomes, whereas negative emotions correlated negatively. The mediating effects of emotions on the relationships between mindfulness and academic outcomes were found. Both mindfulness perspectives are related to enhancing students' positive emotions and reducing negative emotions, ultimately influencing their academic outcomes. The mediation results emphasize the benefits of positive emotions and disadvantages of negative emotions between mindfulness and outcomes.