Positive Achievement Emotions Research Articles

METACOGNITIVE STRATEGIES AND ACHIEVEMENT EMOTIONS AS PREDICTORS OF STUDENTS’ ACADEMIC SELF EFFICACY IN LEARNING SCIENCE

The study examined the impact of metacognitive strategies and achievement emotions on students academic self-efficacy in learning science. It involved 344 respondents from three public secondary schools in the Division of Tagum City, selected through stratified random sampling. Data were collected using three questionnaires: the Motivated Strategies for Learning Questionnaire (MSLQ), Achievement Emotions Scale (AES), and Academic Self-Efficacy Scale (ASES). The results showed that metacognitive strategies were frequently observed, achievement emotions were somewhat manifested, and students academic self-efficacy in learning science was moderate. Moreover, the results indicate that both metacognitive strategies and achievement emotions significantly correlated with and predicted students academic self-efficacy in learning science. The study suggests that teachers should promote metacognitive strategies and foster positive achievement emotions to enhance students academic self-efficacy. KEYWORDS: science education, metacognitive strategies, achievement emotions, academic self-efficacy, descriptive and correlational design, regression analysis, Tagum City, Davao del Norte, Philippines

The relationship between university students' goal orientation and academic achievement. The mediating role of motivational components and the moderating role of achievement emotions.

The present study aims to expand the understanding of the role played by achievement emotions in the learning process and academic achievement of university students. We investigated how achievement emotions moderate the direct and indirect associations between mastery and performance goal orientation and academic achievement. Also, we used as mediators the motivational components from Pintrich and De Groot's theoretical framework of motivation and learning strategies. 274 Romanian university students (Mage = 20.23, 84.7% women) participated in the study. Moderated mediation analyses indicated that self-efficacy was the only significant mediator, and this relationship was moderated by hope, pride and hopelessness. In addition, the links between mastery and performance approach goals and motivational components are stronger when the positive emotions are higher and the negative ones are lower. Mastery avoidance goals were linked with high scores of motivational components at higher levels of negative and lower levels of positive achievement emotions, whereas the association of avoidance goals with motivational components was moderated by two positive emotions (pride and enjoyment). The patterns derived from the moderating role of achievement emotions in the relationships between goal orientation, motivational components and academic achievement, alongside several inconsistent results and implications in theory and education, are discussed.

Cognitive and motivational qualities of task instruction: Cognitive appraisals and achievement emotions of Swedish primary teacher students

Given the crucial role of primary teachers in shaping pupils' development, equipping primary teacher students with the necessary skills, including information-seeking skills, is fundamentally important. The aim of this study is to gain a better understanding of the process of achieving such skills by exploring the interplay between cognitive appraisals and achievement emotions and the way in which these are affected by the quality of instructions experienced. Instruction librarians' support in relation to instructions and how these can be designed to promote achievement are also investigated.Six Swedish primary teacher students were studied through in-depth semi-structured interviews over a period of 10 weeks. The methodological tool Geneva affect label coder was used for the mapping and categorization of appraisals and emotions. The analysis of the qualitative data was theory driven and deductively interpreted through the lens of Pekrun's control–value theory of achievement emotions, Scherer's semantic space of emotions, and Kuhlthau's information search process model.The cognitive appraisals identified were uncertainty, certainty, and negative and positive intrinsic motivation. The achievement emotions found in relation to cognitive quality were anger/frustration, anxiety, and hopelessness, and those linked to motivational quality were enjoyment and boredom. Uncertainty and negative intrinsic motivation/failure elicited emotions related to cognitive quality, and negative/positive intrinsic motivation and certainty determined emotions related to motivational quality. The interplay between appraisals and emotions was complex, involving feedback loops and reciprocal causation. The support from instruction librarians experienced was related to the students' ability to master the instructions and their cognitive qualities.The study has theoretical and methodological implications for information behavior and information literacy research in its application of appraisal theories and methodological tools. It also has practical implications for academic instruction librarians supporting students in the process of achieving information-seeking skills. By understanding how students experience support and the relations to the quality of task instructions, support can be designed in ways that promote positive achievement emotions and by implication achievement.

Antecedents and outcome of tourists' positive achievement emotions in visiting risky destinations: The case of Middle East

AbstractThe learning experience is an inseparable part of tourism, especially in a risk context. This study investigates the mechanism of tourists' achievement emotions in visiting risky destinations. The Control‐Value Theory of Achievement Emotions has been applied and transposed from the education to tourism context for the first time. Data was collected from seven top markets for the Middle East. Local people and tour leaders' support, along with perceived risks, are antecedents of tourists' self‐efficacy and task value. Findings also confirm the positive influence of tourists' enjoyment and pride on their memorable traveling experiences in the Middle East destinations. Therefore, this study provides empirical evidence for previous literature on the importance of socio‐psychological aspects of the tourist experience. Besides numerous theoretical contributions, this research offers several suggestions to DMOs for boosting tourism in the Middle East region. However, the implications can be applied to any risky destinations with similar condition.

English as Foreign Language (EFL) Teachers’ Efficacy and Positive Achievement Emotions: Relations to Instructional Changes After Attending a Study Abroad Program

Due to government policy, the number of study abroad professional development program for EFL teachers increased greatly in China during recent years. Study abroad program aims to help EFL teachers improve their knowledge and teaching practices, which requires them to make adjustments to their traditional teaching styles accordingly. Hence, teachers may experience strong emotional reactions when they are faced with different modes of teaching methods. From the perspective of “emotion”, this study used control-value theory of achievement emotions as the theoretical framework to examine the relationship between teacher efficacy, positive achievement emotions, and instructional changes among 386 Chinese EFL teachers who attended study abroad programs. Purposive sampling was used in data collection. Data analysis was conducted using Structural Equation Model (SEM). The results showed that teacher efficacy correlated positively with positive achievement emotions (enjoyment, hope, and pride) and instructional changes. Positive achievement emotions mediated the relationship between teacher efficacy and instructional changes. Findings showed the impact of teacher efficacy and positive achievement emotions on changes in teachers’ thinking and instructional practices. Based on the findings and limitations of this study, implications on teacher education and professional development program, directions and suggestions for future studies are discussed.

A Questionnaire Survey on Hoa Sen University Students’ Positive and Negative Achievement Emotions in Learning

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.

The Relationships of Creative Coping and College Students' Achievement Emotions and Academic Stress: The Mediating Role of Psychological Capital.

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 in Selective Schools: Reexamining the Happy-Fish-Little-Pond Effect in an Extreme Case from the Chinese Collectivist Context.

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.

A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context.

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.

The Relationship Between Self-efficacy and Achievement Emotions in Korean EFL Classrooms

This study investigates how Korean EFL learners display self-efficacy and achievement emotions depending on their English competence. For this study, a total of 102 college students were classified into high-, intermediate-, and low-proficiency groups based on their proficiency levels. Four instruments were used in the study: a background questionnaire, a diagnostic assessment of English competency, the Questionnaire of English Self-Efficacy (QESE), and a short version of the Achievement Emotions Questionnaire (AEQ-S). The findings reveal that students in the high and intermediate groups had significantly greater outcomes than the learners in the low-level group in terms of English self-efficacy. In addition, the learners in the high and intermediate groups also demonstrated stronger positive achievement emotions while the low-level learners had stronger negative emotions. This study also proves that there were positive and negative correlations between self-efficacy, achievement emotions, and English competence. Based on the findings, pedagogical implications and suggestions are given for English instructors to help them better foster their learners’ affective growth

Nursing Students' Grit, Socio-Cognitive Mindfulness, and Achievement Emotions: Mediating Effects of Socio-Cognitive Mindfulness.

Background: Recognizing the under-examined socio-cognitive mindfulness and achievement emotions in nursing, this study aimed to examine the relationships between grit, socio-cognitive mindfulness, and achievement emotions among nursing students, as well as the mediating effects of socio-cognitive mindfulness. Methods: This study utilized a cross-sectional design. A total of 220 nursing students in Korea completed the questionnaire measuring the levels of grit, socio-cognitive mindfulness, and achievement emotions. To analyze data, structural equation modeling and path analysis were performed. Results: Grit was positively related to socio-cognitive mindfulness and positive achievement emotions but negatively related to negative emotions. Socio-cognitive mindfulness was positively related to positive emotions but negatively related to negative emotions. In addition, the mediating effects of socio-cognitive mindfulness were found in the association between grit and achievement emotions in nursing students. Conclusions: Grittier students tend to have higher socio-cognitive mindfulness and positive emotions but lower negative emotions in learning environments. Mediating effects highlight the benefits of socio-cognitive mindfulness in the context of nursing education, providing the basis for developing practical mindfulness programs to cultivate nursing students’ socio-cognitive mindfulness.

Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students.

Background: Mindfulness is known as an effective emotion regulation strategy and is beneficial for improving emotions. While meditative mindfulness has been widely studied, socio-cognitive mindfulness has received little attention in nursing literature, despite its potential benefits to the field. This study investigated relationships between nursing students’ socio-cognitive mindfulness, emotion regulation (reappraisal and suppression), and achievement emotions, and explored the mediating effects of emotion regulation. Methods: A total of 459 nursing students from three universities in Korea completed the questionnaire measuring the study variables. Structural equation modeling and path analysis were conducted to test the hypotheses. Results: Socio-cognitive mindfulness was found to positively influence reappraisal while negatively influencing suppression. Additionally, socio-cognitive mindfulness positively predicted positive achievement emotions but negatively predicted negative emotions. Reappraisal positively influenced positive emotions, whereas suppression positively influenced negative emotions. Furthermore, reappraisal mediated the link between mindfulness and positive emotions, and suppression mediated the link between mindfulness and negative emotions. Conclusions: Socio-cognitive mindfulness may be effective in regulating emotions among nursing students by enhancing reappraisal and reducing suppression. Mediating effects highlight the relevance of students’ emotion regulation in nursing education, suggesting the need to develop emotion regulation education programs.

The development of students\u2019 achievement emotions after transition to secondary school: a multilevel growth curve modelling approach

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.

Mediating effects of achievement emotions between peer support and learning satisfaction in graduate nursing students

Graduate nursing students experience considerable stress due to their multiple responsibilities, including professional responsibilities, graduate coursework and family commitments. Peer support can help graduate students overcome stress and may heavily influence their learning satisfaction. However, the mechanisms underlying the influence of peer support on learning satisfaction in graduate students remain unclear. Thus, this cross-sectional study examined the relationship between peer support, achievement emotions (learner-specific emotions related to achievement activities) and learning satisfaction, as well as the mediating effects of achievement emotions among 225 graduate nursing students working in the Korean health care system. Participants completed a questionnaire assessing these variables. Pearson correlation was conducted to investigate the relationship between the variables and Baron and Kenny's regression analysis and Sobel test were conducted to examine the mediating effects of achievement emotions. Peer support correlated positively with positive achievement emotions and learning satisfaction and negatively with negative emotions. Positive emotions were positively and negative emotions were negatively, correlated with learning satisfaction. Achievement emotions mediated the relationship between peer support and learning satisfaction. Our findings indicate that peer support plays an important role in improving learning satisfaction, emphasizing the advantages of positive emotions and the disadvantages of negative emotions in graduate nursing students.

The exploration of the relationship between positive achievement emotions and academic success: testing the assumptions of the control-value theory of achievement emotions

ABSTRACT Objective: The main purpose of this study was to examine the assumptions of the control-value theory of achievement emotions in the explanation of the relationship between positive achievement emotions and academic success. Method: The study was conducted among 513 high school students (341 female) from two high schools in Zagreb, Croatia. Participants’ academic control, positive class- and learning-related achievement emotions (enjoyment, hope, pride), elaboration and rehearsal as learning strategies, and academic success were assessed in the research. Results: Results showed that academic control directly and indirectly predicted academic success. Indirect paths via class-related enjoyment and elaboration, class-related pride and elaboration, and elaboration alone were significant, while in the context of learning-related emotions only the indirect path via learning-related pride was significant. These results suggest that learning strategies represent weak mediators in the relationship between class-related emotions and academic success. However, they are not mediators in the relationship between learning-related emotions and academic success, which is not in line with the theoretical assumptions. Conclusion: The study showed some beneficial effects of positive achievement emotions for academic outcomes and therefore pointed to their importance in the academic setting.

Perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students

Teacher support plays a role in promoting students’ motivations in the academic settings, but little is known about how teacher support impacts students’ creative self-efficacy. The purpose of this study was to explore the relationship between perceived teacher support and students’ creative self- efficacy, taking into account the possible mediating effects of autonomous motivation and achievement emotions. A total of 512 junior high school students (age M = 12.58, SD = 0.74) completed the Perceived Teacher Support Questionnaire, Adolescent Achievement Emotions Questionnaire, Self-Regulation Style Questionnaire-Academic and Students’ Creative Self-Efficacy Scale. Results showed that: (1) junior high school students’ autonomous motivation and positive achievement emotions (enjoyment and relaxation) mediated the relationship between perceived teacher support and creative self-efficacy, but the mediating effects of negative achievement emotions (anxiety and boredom) were not significant. (2) perceived teacher support also affected creative self-efficacy through the chain mediation of students’ autonomous motivation and relaxation, but the chain mediation of students’ autonomous motivation and other achievement emotions was not significant. The present study has implications for educators and researchers interested in enhancing students’ creativity.

رابطه بين جهتگيري اهداف و راهبردهاي شناختي تنظيم هيجان با هيجانات پيشرفت مثبت و منفي

Background and Objective: Emotions play a significant role in the learning and achievements of students. The objective of this study was to determine the relationship between achievement goal orientation and cognitive emotion regulation strategies with positive and negative academic achievement emotions among students of Payame Noor University of West Azarbaijan Province in the academic year 2019-2020. Materials and Methods: This correlational study was conducted with participation of 391 undergraduate students (264 women and 105 men) of Payame Noor University of West Azarbaijan Province, who were studying in the first semester of the academic year 2019-2020, and were selected via cluster sampling method. Questionnaires of goal orientation and cognitive emotion regulation strategies and achievement emotions were used to collect data. Pearson correlation coefficient test was used to calculate the relationship between the variables and step-by-step regression test were used to examine the effect of predictor variables on the criterion variable. SPSS software version 24 was used to analyze data. Results: The goal orientation of the tendency orientation with the average (SD) 16.9 (4), the goal orientation of the avoidance function 16.6 (4.2), the goal orientation of the orientation function 17.1 (4), and compatible cognitive emotion regulation styles 59.2 (12.7), were positively associated with the score of positive achievement emotion 102.3 (20.6), P<0.001. They were negatively associated with negative progress emotion score 105.7 (29.9), P< 001. The score of incompatible cognitive emotion regulation styles with mean (SD) 41.1 (9.1) was positively associated with the negative achievement emotions 105.7 (29.9). Goal orientation of tendency dominance, compatible cognitive emotion regulation styles, and orientation function orientation explained 31.6% of the variable variance of students' positive achievement emotions. Also, the components of goal orientation of tendency dominance, incompatible cognitive emotion regulation styles and compatible cognitive emotion regulation styles explained 20% of the variance of variable of students' negative achievement emotions. Conclusion: The score of positive achievement emotions of students was positively and negative achievement emotions was negatively associated with the score of components of goal orientation including goal orientation of tendency dominance, goal orientation of avoidance performance and goal orientation of orientation performance. Also, the compatible cognitive emotion regulation styles were positively associated with the positive achievement emotions and negatively associated with negative achievement emotions. Negative achievement emotions were positively associated with incompatible cognitive emotion regulation styles.

Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.

Nursing Students’ Meditative and Sociocognitive Mindfulness, Achievement Emotions, and Academic Outcomes

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.

Control-value theory in the context of teaching: does teaching quality moderate relations between academic self-concept and achievement emotions?

Students' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations. Referring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' achievement emotions at the middle of the school year. Data of 807 ninth and tenth graders (53.4% girls) and their mathematics teachers (58.1% male) were analysed. Students and teachers completed questionnaires at the beginning of the school year and at the middle of the school year. Multi-level modelling and cross-level interaction analyses were used to examine the longitudinal relations between self-concept,teacher-perceived teaching quality, and achievement emotions as well as potential interaction effects. Mathematics self-concept significantly and positively related toenjoyment in mathematics and negativelyrelated to anxiety. Teacher-reported structuredness decreased students' anxiety. Mathematics self-concept only had a significant and positive effect on students' enjoyment at high levels of teacher-reported cognitive activation and at high levels of structuredness. High teaching quality can be seen as a resource that strengthens the positiverelations between academic self-conceptand positive achievement emotions.