Academic Emotions Research Articles

Teacher support and academic engagement among EFL learners: The role of positive academic emotions

Academic engagement and teacher support, as two important factors in education, have been largely neglected in the research literature of English as a Foreign Language (EFL) and applied linguistics. Given the facilitative role of positive emotions in learning processes, this study aimed to examine their mediating role in the relationship between teacher support and academic engagement among Iranian EFL learners. The participants were 435 EFL freshmen randomly selected via multi-stage cluster sampling. The data were collected through previously validated measures. The results of structural equation modelling showed that perceived teacher support could directly and positively affect academic engagement. Additionally, positive emotions mediated the relationship between teacher support and academic engagement. Finally, some important implications and suggestions for further research are presented.

ENGLISH STUDENTS’ ACADEMIC-EMOTIONS IN LEARNING SPEAKING AT THE BEGINNING OF ONLINE LEARNING TIME AMID COVID-19 PANDEMIC: A narrative study

Academic emotions are essential factors for students’ successfulness in language learning. The present research was aimed at portraying academic emotions of Indonesian undergraduate students majoring English during transition from face-to-face learning to online one in speaking course due to COVID-19 pandemic. This study used qualitative method, particularly narrative study. The participants were four students majoring English language education of a private university in West Java, Indonesia. They took part in this study voluntarily. To gain the needed data, interviews were conducted. The data, was firstly analysed using Mile and Huberman’s (1994) concept of analysing qualitative data. Further, Hascher’s (2009) types of academic emotions was employed for further data analysis. This study revealed that negative emotions – bored, less motivated, doubtful, sadness, and worry – emerged because there was discrepancy between the students’ conception and the reality regarding what and how learning speaking were. Keywords : Academic Emotions, English-Department Students, Online Learning

“I Chose Math Because…”: Cognitive interviews of a motivation measure

The ability to accurately measure academic motivation is important to its value as a predictive variable for learning, achievement, and other outcomes. Although measures of motivation are frequently subject to quantitative validation (e.g., Appleton, Ntoumanis, Quested, Viladrich, & Duda, 2016; Gagné et al., 2015; Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011), the establishment of cognitive validity is more rare. By conducting cognitive interviews with a sample of elementary-aged children, we explored the cognitive validity of a novel motivation (expectancy–value and academic emotions) survey embedded in an educational technology. Children were largely able to accurately interpret questions, elaborate on their reasoning for answers, and choose answers congruent with those reasons. Challenges to cognitive validity fell under varied and underdeveloped interpretations of expectancy–value concepts; misunderstandings related to available response choices; and discrepancies between younger and older children’s abilities to judge their perceived competencies and values. Insights from these interviews can be applied to interpretation of the immediate survey, but also to design and interpretation of motivation surveys beyond the current measure.

Employing Blended Literature Circles to Foster Activating Academic Emotions of Struggling Readers

Grounded within academic emotion and transactional reading theory, the present study investigates the understudied struggling readers’ academic emotions after taking part in three blended literature circles in an English class at tertiary education. Thirteen Physics Education students partook in the research. Data were garnered by open-ended questionnaires and semi-structured interviews, the results of which were analyzed by directed content analysis bound to Academic emotion theory. The research findings explicate that blended literature circles pave the path to propelling reading-to-learn endeavors. Despite sub-optimal reading proficiency, the students’ academic emotions depict the efforts towards achievement goals, primarily laden with a mastery approach, and social goals through dialogic reading in blended literature circles.

Analisis Emosi Akademik Sains dalam Pembelajaran Fisika dan Dampaknya terhadap Prestasi Mahasiswa

This study aims to analyze the science academic emotions of undergraduate students on physics learning especially e-learning during the COVID-19 pandemic. This research is a descriptive study using a qualitative approach. The subjects in the study were 119 students in the second semester. Then, this study uses several instruments, namely questionnaires, tests, and portfolio sheets. The results of the analysis show several important findings, namely 1) undergraduate students have good enough academic emotions, 2) positive science academic emotions have an impact on student academic achievement, and 3) 80.25% of students enjoy online physics learning and tend to have better levels of self-confidence

Image processing for student emotion monitoring based on fisherface method

Monitoring academic emotion is an activity to provide information from students' academic emotions in the class continuously. Some research in the image processing field had done for face recognition but had not been many studies on image processing to detect student emotions. This paper aims to determine the percentage of facial recognition with fisherface and academic emotional recognition by monitoring changes in students' facial expressions using facial landmarks in various distances, camera angles, light, and attributes used on objects. The proposed method uses facial image extraction based on fisherface method for presence. Furthermore, face identification will be made with Euclidean distance by finding the smallest length of training data with test data. Emotion detection is done by facial landmarks and mathematical calculations to detect drowsiness, focus, and not focus on the face. Restful web service is used as a communication architecture to integrate data. The success rate of applications with the fisherface method obtains 96% percent accuracy of face recognition. Meanwhile, facial landmarks and mathematical calculations are used to detect emotions, with 84 %.

The Effect of Employment Anxiety on University Student's Covert Narcissism: Focusing on Academic Emotion Regulation and Academic Self-Efficacy as Mediator

목적 본 연구는 대학생의 내현적 자기애와 취업불안과의 관계에서 학업적 정서조절과 학업적 자기효능감의 매개효과를 검증하고자 하였다. 방법 수도권 소재 대학생 283명의 자료를 수집하여 SPSS 23.0과 AMOS 20.0으로 분석하였다. 선행연구를 바탕으로 연구모형을 설정하여 모형의 적합도를 검증하였다. 결과 첫째, 내현적 자기애는 학업적 자기효능감과 학업적 정서조절에서 부적 상관을 나타내었고, 취업불안과는 정적상관을 나타내었다. 그리고 학업적 정서조절은 학업적 자기효능감과 정적관계를 나타내었다. 둘째, 내현적 자기애가 직접적으로 취업불안에 영향을 미쳤고, 내현적 자기애가 학업적 정서조절과 학업적 자기효능감을 통해서도 각각 취업불안에 매개효과를 보였다. 또한 내현적 자기애와 취업불안의 관계에서 학업적 정서조절이 억제효과를 나타났다. 셋째, 내현적 자기애가 취업불안으로 가는 경로에서 학업적 정서조절과 학업적 자기효능감의 순차적 이중매개효과의 개별매개효과가 있었다. 결론 본 연구결과는 대학생의 내현적 자기애가 취업불안에 영향을 미친다는 것을 경험적으로 확인하고, 대학생 상담에서 내현적 자기애자를 개입할 때 학업적 정서조절과 학업적 자기효능감을 통합적으로 접근할 때 더 효과가 있음을 시사한다. 끝으로 본 연구의 제한점과 후속연구에 대한 제언을 논의하였다.

The influences of academic emotion and prior knowledge in the context of online tests

ABSTRACT Online tests offer many advantages but they still belong to assessment, which may make learners have anxiety. Thus, students may experience certain emotion. Academic emotion is a branch of emotion and has great effects on student learning. Such effects can be associated with individual differences, especially prior knowledge. To this end, this study examined the influences of academic emotion and prior knowledge in the context of an online test. The results indicated that the positive academic emotion of high prior knowledge learners (HPKs) and low prior knowledge learners (LPKs) was connected with their pre-test scores while no connection was found for their post-test scores. Additionally, HPKs had higher positive academic emotion and lower negative academic emotion than LPKs. On the other hand, HPKs got better pre-and post-test scores than LPKs whereas LPKs had higher gain scores. Furthermore, HPKs and LPKs exhibited different behavior sequences. More specifically, LPKs tended to acquire small-scaled information from the Chinese hint only while HPKs preferred to obtain both small-scaled information and large-scaled information from the Chinese hint and sentence hint, respectively. According to the findings of this study, we develop a framework, which can be applied to help understand the needs of HPKs and LPKs.

The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language

Willingness to communicate (WTC) in a second language (L2) is of great importance in second language learning. The present study examined L2WTC among 811 Chinese college students learning English as a foreign language. A hypothesized model integrating class social climate, language mindset, academic emotions (i.e., enjoyment, pride, anxiety, and boredom), and L2WTC in and out of class was tested using confirmatory factor analysis and structural equation modeling. The results showed that the effects of class social climate on L2WTC in class were fully mediated by the four academic emotions; and the effects of language mindset on L2WTC in class were fully mediated by enjoyment, pride, and boredom. Unexpectedly, pride was negatively associated with L2WTC in class, and boredom was positively related to L2WTC in class. Moreover, L2WTC inside the classroom and language mindset had direct effects on L2WTC outside of class.

Unpacking Academic Emotions in Asynchronous Video-based Learning: Focusing on Korean Learners’ Affective Experiences

Recognizing learners’ motivational problems in online remote learning, this study examined the patterns of learner’s academic emotions and facial expressions detected in asynchronous video-based learning. The research questions of this are: (1) What are the patterns between facial expressions and negative emotions (i.e., boredom, confusion, and frustration) that learners experienced during online video-based learning? (2) What are the learner’s overall perceptions about their emotions during online video-based learning? This study was conducted with 26 Korean adult learners who took an online video lecture via an asynchronous self-directed mode. Their facial expressions during online learning were recorded and analyzed for detecting affective states. Two judges trained in Ekman’s Facial Action Coding System (FACS) analyzed 210 scenes segmented from the recorded video data using a retrospective affect judgment procedure. The analysis identified 101 incidences of boredom, 82 confusions, and 62 frustrations. Moreover, using Spearman’s rank correlation coefficients and hierarchical clustering, we identified some patterns of significant relationships between facial action units and affective states. The interview data reveal that the potential reasons for negative emotions include lack of concentration, uninteresting content, and one-way content delivery method. Given the massive transition to online video-based learning during and after COVID-19, the results of this study can provide implications concerning how to detect and intervene in potential issues associated with learner’s motivation and affective states.

فاعلیة استخدام المنصات التعلیمیة عن بعد فی تنمیة المشاعر الأکادیمیة تجاه الریاضیات والإنجاز الأکادیمی فی ظل جائحة کرونا (covid-19)

هدف البحث إلى التعرف على فاعلية استخدام المنصات التعليمية عن بعد (الفصول الافتراضية المدمجة في نظام إدارة التعلم Blackboard)) في تدريس برنامج ماثيماتيکا Mathematica في تنمية المشاعر الأکاديمية تجاه الرياضيات والإنجاز الأکاديمي في ظل جائحة کرونا (covid-19) لدى طالبات شعبة الرياضيات، وتکونت عينة الدراسة من (55) طالبة يدرسن مقرر الرياضيات والبرمجيات الجاهزة، وتم إعداد أداة البحث مقياس المشاعر الأکاديمية وضبطها إحصائيا ثم تطبيقها قبليا على مجموعة البحث، واستخدم الباحثان المعدل الأکاديمي الفصلي بوصفه مؤشرا لقياس الإنجاز الأکاديمي ويتراوح المعدل الأکاديمي الفصلي من 1 إلى 5، ثم تدريس المحتوى التعليمي باستخدام الفصول الافتراضية المدمجة في نظام إدارة التعلم Blackboard وفقا لدليل المعلم المعد لذلک ففي ظل جائحة کرونا تم تعليق الدراسة حضوريا وتحويلها إلى دراسة عن بعد عبر شبکة الإنترنت من خلال منصة التعلم عن بعد بلاک بورد وبعد ذلک تم تطبيق أداة البحث بعديا، ثم رصد البيانات ومعالجتها إحصائيا، وتوصل البحث إلى ما يلي: فاعلية استخدام المنصات التعليمة عن بعد (الفصول الافتراضية المدمجة في نظام إدارة التعلم Blackboard)) في تدريس برنامج ماثيماتيکا Mathematica وتنمية الإنجاز الأکاديمي لدى طالبات شعبة الرياضيات. (مجموعة الدراسة) في ظل جائحة کرونا (covid-19). عدم فاعلية استخدام المنصات التعليمة عن بعد (الفصول الافتراضية المدمجة في نظام إدارة التعلم Blackboard)) في تنمية المشاعر الأکاديمية تجاه الرياضيات لدى طالبات شعبة الرياضيات. (مجموعة الدراسة) في ظل جائحة کرونا (covid-19). وجود علاقة موجبة وقوية ودالة إحصائيا بين المشاعر الأکاديمية نحو الرياضيات والإنجاز الأکاديمي لدى طالبات شعبة الرياضيات (مجموعة الدراسة) في ظل جائحة کرونا (covid-19) وأوصى البحث بما يلي: ضرورة تطبيق أدوات ويب إضافية لتعزيز الجانب الوجداني والمشاعر الأکاديمية لدى الطلاب في ظل جائحة فيروس کرونا COVID-19 والاهتمام بالجانب الوجداني لدى الطلاب أثناء التعلم الاکتروني والتعلم عن بعد عبر المنصات التعليمية. تطبيق التعلم الإلکتروني عن بعد والفصول الإفتراضية والمدمجة في نظام BALCKBOARD في التعليم الجامعي في ظل جائحة کرونا (covid-19). تدريب أعضاء هيئة التدريس على استخدام الفصول الإفتراضية والمدمجة في نظام BALCKBOARD في تدريس الرياضيات. تدريب أعضاء هيئة التدريس على استخدام برنامج MATHEMATICA في تدريس الرياضيات وحل المشکلات الروتينية وغير الروتينية. إثراء وتبصير المتعلم بکيفية التعامل مع الفصول الإفتراضية والمدمجة في نظام BALCKBOARD وصفحات الويب وأدوات المناقشة الالکترونية لتحسين مستوى المشاعر الأکاديمية والإنجاز الأکاديمي داخل حجرة الدراسة وخارجها، من خلال تدعيم المناهج بمجموعة من الأنشطة الوجدانية الالکترونية التفاعلية. الاهتمام بتقديم برامج تقنية في الرياضيات مثل برنامج MATHEMATICA، وتدريسها للطلاب ضمن مقررات التعليم الجامعي بالإضافة إلى المشکلات الحياتية والبرامج التفاعلية وتفعيل دورها في تعليم وتعلم الرياضيات. This rsearch aimed to identify The Effectiveness of Using of educational platforms on Academic Emotion towards mathematics in the light of the covid-19, the study sample consisted of (55) students at mathematics department, university of Tabuk. The researcher prepared tool of the study (Academic Emotion Scale). The researcher regulated Study tools statistically and applied study tool on the study group. Moreover, she taught the instructional content by using Blended Virtual Classrooms in Blackboard system. According to the teacher’s manual guide, and applied study tool on the study group after teaching. Hence, she collected and statistically analyzed of the data. The findings of the study indicated that, Effectiveness of using educational platforms (Blended Virtual Classrooms in Blackboard system) on teaching Mathematica Program and development Academic achievement among Mathematics Department in the light of the covid-19 (the study group). There is no effectiveness of using educational platforms (Blended Virtual Classrooms in Blackboard system)on teaching Mathematica Program and development Academic Emotion among Mathematics Department in the light of the covid-19 (the study group). There is a positive, strong relationship and statistically significant between Academic Emotion and Academic achievement among Mathematics Department Students in the light of the covid-19 (the study group).

Shared reflection activities for fostering academic emotion and attitude skills in information studies

Shared reflection activities for fostering academic emotion and attitude skills in information studies

Ακαδημαϊκά συναισθήματα και κίνητρα για την ανάγνωση: προκαταρκτικά ευρήματα για την ανάπτυξη και τις μεταξύ τους σχέσεις στην παιδική ηλικία και την προεφηβεία

In recent years, there is an increased interest in exploring psycho-emotional dimensions of learning. Scholars emphasize the important roles of emotion and motivation, in parallel to cognitive functions, in facilitating performance and achievement at school. Within this framework, the present study aimed at offering preliminary findings regarding reading-related academic emotions and motivation in the middle childhood and pre-adolescence years; relevant evidence in the Greek context remains scarce. The sample consisted of students attending the 3rd (Ν = 85) and 5th (Ν = 76) grades of elementary school. Participants completed (a) the Achievement Emotions Questionnaire – Elementary School, (b) the Achievement Emotions – Questionnaire for Pre-adolescence, (c) the Motivation for Reading Questionnaire as well as (d) the Self-Regulation Questionnaire – Reading Motivation. The analyses revealed a decrease of motivation for pre-adolescents regarding reading in academic or recreational contexts. As far as academic emotions are concerned, the positive emotion of enjoyment for reading also decreased as a function of age. Furthermore, positive emotions were positively related with internal motives in contrast to negative emotions, which also correlated positively yet with external motives. The discussion section highlights the need for continuing this line of research, which could eventually inform the development of age-appropriate interventions in schools, aiming to boost autonomous motivation and positive affect connected with learning.

The impact of perceived psychosocial environment and academic emotions on higher education students’ intentions to drop out

ABSTRACT This study examined the impact of psychosocial environment and academic emotions on higher education students’ intentions to leave their studies. The data were derived from a survey among students at study programmes for teacher education, early childhood education, and social science education at one higher education institution in Norway (n = 206). The survey comprised items from the Academic Emotions scale (AEC), the Learning Climate Questionnaire (LCQ) and pre-validated scales for Loneliness and Intentions to Leave. In addition, the survey tested out a series of items based on the Emotional Support domain in the Teaching Through Interactions framework (TTI). The study adds to existing research by operationalizing emotional support in higher education learning environments. The findings showed that test emotions and learning-related emotions, perceived loneliness and instructional engagement were significant to explain variance in students’ intentions to discontinue their studies. ANOVA identified significant between-group differences. Older students (>30 years) reported more positive academic emotions and better relations to their teacher than what younger students did, and female students perceived higher levels of instructional engagement than what male students did. Still, the quality of teacher–student relations had no significant impact on students’ intentions to leave.

Online Engineering Education Under COVID-19 Pandemic Environment

This essay considers the significance of students’ emotional experiences during online engineering instruction by reviewing the evidence of factors that make for more efficient and effective online instructional practices during the pandemic period. The engineering courses, particularly those with labs and activities, were especially disrupted when they were re-designed for online context. The continuation of these instructional changes may cause substantially increased stress levels for students that ultimately may impact enrollment. Therefore, the success of engineering education for both the near and long-term future depends on providing students positive learning experiences which are associated with academic emotions during the establishment of this new normal of online technical engineering education.

Adaptability Promotes Student Engagement Under COVID-19: The Multiple Mediating Effects of Academic Emotion.

In response to the COVID-19 pandemic, millions of students in China followed an emergency policy called “Suspending Classes without Stopping Learning” to continue their study online as schools across the country were closed. The present study examines how students adapted to learning online in these unprecedented circumstances. We aimed to explore the relationship between adaptability, academic emotion, and student engagement during COVID-19. 1,119 university students from 20 provinces participated in this longitudinal study (2 time points with a 2-week interval). The results showed that adaptability (the ability to respond to changes) and student engagement are significantly positively correlated with positive academic emotion and negatively correlated with negative academic emotion. Furthermore, adaptability not only directly predicts student engagement, but also affects student engagement through the chain mediation of positive academic emotion and negative academic emotion. The results contribute to the gap in knowledge regarding changes in students’ learning in response to the outbreak. This study further explains the internal mechanisms mediating the relationship between adaptability and student engagement. It may provide references for educational researchers and universities in dampening the negative effects of COVID-19 on students’ learning by improving their adaptability and developing positive academic emotions.

农村初中生学业情绪现状及影响因素

农村初中生学业情绪现状及影响因素

A Convergency Study on University Freshmen's Academic Emotions towards English: Difference depending on level, team-teaching & communicative activities

A Convergency Study on University Freshmen's Academic Emotions towards English: Difference depending on level, team-teaching & communicative activities

Rethinking Associations between Distal Factors and Learning: Attachment, Approaches to Learning and the Mediating Role of Academic Emotions

The present study belongs to a new strand of research in learning in higher education focusing on distal and emotional factors that contribute to learning. The purpose of the study was to explore the mediating role of academic emotions in the relationship between adult attachment styles and approaches to learning. The sample consists of 527 Greek university students (72 were men and 455 were women) attending a fourth-year full degree program. They completed the following questionnaires: The Experiences in Close Relationships-Relationship Structure Questionnaire, the Achievement Emotions Questionnaire, and the Approaches to Learning and Studying Inventory. Results revealed the mediating role of academic emotions in the relationship between both types of attachment and approaches to learning. Avoidant and anxious individuals seem to keep the same pattern of behavior in their studying as they do in their interpersonal relationships. It is suggested that attachment can function as an innate emotion regulation system that modulates students’ emotions. Findings are discussed in the context of recent literature. Future implications for higher education students regarding close relationships are also discussed.

Emocije u obrazovnom kontekstu i procena kvaliteta postojećih platformi za onlajn nastavu na teritoriji Kosova i Metohije

The theoretical basis of the work is represented by the theory of control and value of emotions and Pekurn's understanding of academic emotions as well. The main goal of the research was to examine the expression of positive emotions such as enjoyment, pride, relaxation or relief and negative emotions as well, such as anger, boredom, anxiety at students during online classes, as well as their relationship to overall success and quality assessment of online teaching platforms in use.The following material was used in this work: Achievement Emotion Questionnaire (AEQ), Questionnaire on Quality Assessment of ongoing Online Teaching Platforms (UPKPON1) and Questionnaire of Sociodemographic Variables. A hundred high school final year students from Kosovo and Metohija were involved in this sample. The results showed that during online classes positive emotions such as enjoyment, pride and relief are experienced more intensely than negative ones such as anger, anxiety and boredom; the most expressed positive emotion is enjoyment, and the most expressed negative emotion is boredom. Experience of positive and negative emotions during online teaching doesn't correlate significantly with students' school success. The most of students were using laptops to monitor online classes and they had adequate internet speeds as well as their own device for monitoring classes. Students expressed a neutral general attitude towards online teaching; Google Meet platform was the most used platform to follow online classes. A significant correlation between the experience of positive and negative emotions and the general attitude towards online teaching was proved. The students who felt more anxious, angry and got bored during online classes expressed more satisfaction with online classes. There is a difference in the expression of certain positive and negative emotions during online classes with regard to the gender and type of high school that students attend.