How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions

Research on implicit theories of intelligence and academic emotions have proceeded in parallel with little cross-over of ideas. This study aims to examine the potential synergies that may exist between these two strands of research by examining whether implicit theories of intelligence can function as a predictor of academic emotions when situated within Pekrun's (2006) control-value theory of achievement emotions. Filipino secondary school students (N = 1147) participated in the study. Hierarchical regression analyses were employed to investigate the predictive effects of implicit theories of intelligence on academic emotions after controlling for the variance accounted for by demographic variables, social environmental factors, and achievement goals which have been identified as important antecedents in previous research. Results indicated that holding an entity theory of intelligence positively predicted negative emotions such as anger, anxiety, shame, hopelessness, and boredom. However, it was not significantly related to the positive emotions of enjoyment, hope, and pride. The usefulness of these findings for integrating theorizing in the implicit theories of intelligence and academic emotions literature is discussed.     

学业情绪及其相关研究

学业情绪是在教学或学习过程中,与学生学业相关的各种情绪体验。控制价值理论认为不同的评估事件决定了预想结果情绪、回顾结果情绪和活动情绪。学业情绪具有领域特殊性,与学习动机、元认知、认知资源等有密切关系。今后应重视其领域特殊性、诱发性维度、网络学业情绪的相关研究,以及学业情绪与自我调节和外部调节学习的研究。     

宁夏回族大学生英语负性学业情绪研究

采用问卷法调查了226名非英语专业回、汉族大学生的英语负性学业情绪,结果表明,汉族大学生在英语学习中存在失望、焦虑、沮丧等负性学业情绪;回族大学生的失望与焦虑情绪更加明显,失望情绪与个人因素、课堂因素、学习观念及动机呈强正相关,而焦虑情绪与个人因素、E媒体呈强正相关.     

Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner,Sweller, and Clark (2006)

Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. 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. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.     

An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills,extracurricular activities,self-regulated learning,motivation, and emotions

The role of soft skills at school is still debated, but they have emerged as important factors for students’ academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and life satisfaction. A sample of 603 students (5th to 12th graders) participated in the study. The results of a Bayesian path analysis based on meta-analytical priors show that soft skills were (i) directly positively associated with students’ achievement emotions, self-regulated learning, motivation, and life satisfaction and (ii) indirectly related with academic achievement through the mediation of self-regulated learning and motivation. On the other hand, only soft skills and achievement emotions were directly related to life satisfaction. Extracurricular activities showed a positive association with both soft skills and cognitive abilities. These results are the first to demonstrate the importance of soft skills and extracurricular activities when integrating all the above-mentioned factors in a model of students’ academic achievement and life satisfaction.

     

国外教师动机理论及研究

教师动机与教师教学行为、专业发展,与学生对教学感知及学业表现密切相关。本文在对教师领域主要的三种动机理论及相关研究的介绍基础上,概述了这些理论的联系和区别,最后指出了这些理论和研究对我国的启示。     

Perfectionism,Implicit Theories of Intelligence,and Taiwanese Eighth-Grade Students’ Academic Engagement

ABSTRACT

The authors attempted to examine how Taiwanese junior high school students’ perfectionistic tendencies and implicit theories of intelligence were related to their academic emotions and approach versus avoidance self-regulation, and to determine differences in contingent self-worth, emotions, and self-regulation among students with different subtypes of perfectionism. A total of 481 8th-grade Taiwanese students completed a self-reported survey assessing their perfectionistic tendencies, implicit theories of intelligence, academic emotions, behavioral self-regulation, and use of self-handicapping strategies. Results suggested that adaptive perfectionism enabled adolescents to experience positive emotions and to engage in behavioral self-regulation, whereas maladaptive perfectionism was positively associated with negative emotions and self-handicapping. In addition, the incremental theory of intelligence predicted positive affect and constructive coping. By contrast, the entity theory was positively correlated with negative emotions and self-handicapping. The authors also documented profiles of students with different perfectionistic tendencies. Findings showed that in general adaptive perfectionists displayed the healthiest emotions and self-regulatory styles. Implications for education and further research are discussed.     

Academic Self‐concept,Implicit Theories of Ability,and Self‐regulation Strategies

The purpose of the present study is to explore how academic self‐concept and implicit theories of ability are related to four self‐regulation strategies—motivation/diligence, concentration, information processing, and self‐handicapping. The hypothesis is that academic self‐concept and an incremental theory of ability are (1) positively related to motivation/diligence, concentration, and information processing strategies, and (2) negatively related to self‐handicapping strategies. On the basis of inventories 168 teacher students and 60 sport students (a total of 178 females and 50 males) were scored on academic self‐concept, incremental and fixed theories of ability and the four self‐regulation strategies. Multiple regression analysis was used for each self‐regulation strategy as dependent variable, and with academic self‐concept and the ability theories as independent variables. Results revealed that an incremental theory had, as predicted, a positive relation with motivation/diligence and concentration, but had only trivial relations with information processing and self‐handicapping, whereas a fixed theory had only the predicted relation with self‐handicapping. As hypothesised, a high academic self‐concept was positively related to motivation/diligence, conception, and information processing and negatively to self‐handicapping. The findings may indicate that, in order to promote meta‐theoretical processing and prevent student from self‐handicapping, it is important to strengthen academic self‐concept, and to foster an incremental conception of ability among students.     

Emotion Regulation in Achievement Situations: An Integrated Model

Achievement emotions are critical because of their impact on success and failure in important domains such as learning. These emotions may be modified via emotion regulation (ER). The dominant process model of ER (PMER) proposed by J. Gross, however, provides a domain-general account of ER strategies and has not had substantial contact with theories of achievement emotions such as R. Pekrun’s control-value theory (CVT) and the academic achievement literature. Moreover, ER has not been a focal point of major theories related to achievement emotions, such as CVT. We propose an integrated model of ER in achievement situations (ERAS) that integrates propositions about the generation of emotions from CVT with propositions about how emotions are regulated and types of ER strategies from PMER. The ERAS model also offers new propositions regarding how different achievement situations, object foci, and time frames, as well as discrete emotions with different appraisal patterns, impact ER strategies.     

青少年学业情绪:基于家庭微系统视角的探索

本文从微系统的视角阐述了家庭环境因素对青少年学业情绪的作用。以生态系统理论和学业情绪的控制-价值理论为依托,在分析大量研究文献的基础上,作者发现家庭特征(家庭社会经济地位、父母情绪特点等)、亲子互动(亲子关系、教养方式等)以及青少年自身因素(认知能力、人格特征和自我认知等)都会显著影响青少年的学业情绪,且家庭特征往往通过亲子互动状况及青少年自身因素对学业情绪发挥作用。基于此,作者提出了家庭微系统影响青少年学业情绪的理论模型,并以此模型为基础对将来研究方向进行了全面展望。     

Examining relationships among work ethic,academic motivation and performance

In this study, work ethic was examined as a predictor of academic motivation and performance. A total of 440 undergraduate students completed measures of work ethic and academic motivation, and reported their cumulative grade point average. Results indicated that several dimensions of work ethic were related to academic motivation and academic performance. Differences between correlations were examined, and work ethic dimensions were more strongly related to hypothesised dimensions of motivation than other dimensions of motivation. In addition, structural equation modelling was used to examine the mediating effect of academic motivation. These findings provide additional evidence for the importance of work ethic in academic settings, as well as important construct-related validity evidence for work ethic. Implications of these study findings, limitations and future directions are discussed.     

教育游戏中的学业情绪研究

对传统学习模式中的学业情绪研究进行评述,对比教育游戏与传统学习模式的异同,发现教育游戏中学业情绪的特殊性,以期能借鉴传统学习模式中学业情绪研究成果,为教育游戏的情感体验设计提供思路。     

Quality of parental support and students’ emotions during homework: Moderating effects of students’ motivational orientations

Two studies investigated the relationship between, parental support, students’ motivational orientations, and students’ emotions during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning autonomy, while extrinsically motivated students would experience more positive affect when directive parental support was given. In study I, students (N=181) reported their emotions after having read two vignettes (autonomy-supportive vs. directive parental support). In study II, 38 students reported their motivation, the perceived quality of parental support, and their emotions after each of 21 homework sessions. Results of extreme group comparisons (intrinsic vs. extrinsic motivation) partly supported the assumed Aptitude-Treatment-Interaction: Even when students’ academic self-concept was controlled, extrinsically motivated students tended to report more negative affect than intrinsically motivated students under autonomy-supportive conditions; for directive parental support, the reverse trend was discovered. Consequences for homework interventions are discussed.     

Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course

We designed and developed an emotion control treatment and investigated its effects on college students’ academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of motivation than the control group but there was no difference between the two groups in achievement. Implications for the design and development of interventions or systems for students’ emotion control are discussed.     

The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice

This article describes the control-value theory of achievement emotions and its implications for educational research and practice. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement and academic settings. It is based on the premise that appraisals of control and values are central to the arousal of achievement emotions, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions such as joy, hope, pride, anxiety, hopelessness, shame, and anger relating to success or failure. Corollaries of the theory pertain to the multiplicity and domain specificity of achievement emotions; to their more distal individual and social antecedents, their effects on engagement and achievement, and the reciprocal linkages between emotions, antecedents and effects; to the regulation and development of these emotions; and to their relative universality across genders and cultures. Implications addressed concern the conceptual integration of emotion, motivation, and cognition, and the need to advance mixed-method paradigms. In closing, implications for educational practice are discussed.

Academic self-concept and emotion relations: Domain specificity and age effects

The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed.     

“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.     

Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective

Two related attribution theories of motivation are examined. One, an intrapersonal theory, includes self-directed thoughts (particularly expectancy of success) and self-directed emotions (pride, guilt, and shame). The second is an interpersonal theory and includes beliefs about the responsibility of others and other-directed affects of anger and sympathy. These two theories are respectively guided by the disparate metaphors of the person as a scientist and the person as a judge. Some experimental evidence supporting the conceptions and the range of phenomena that they incorporate are examined.     

Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts

To better inform and improve classroom teaching and learning, now more than ever before, educational researchers need to effectively and efficiently describe essential components of positive learning environments. In this article, we discuss how our research findings about motivation in classrooms have led to a closer examination of emotions. We describe how motivation theories such as Academic Risk Taking, Flow Theory, and Goal Theory have helped us better understand emotions in our classroom research. Our findings suggest that engaging students in learning requires consistently positive emotional experiences, which contribute to a classroom climate that forms the foundation for teacher–student relationships and interactions necessary for motivation to learn. We conclude that we need to integrate emotion, motivation, and cognition theoretically and methodologically to move our research forward. New theories and methods, even new forms of intellectual discourse, are required. Therefore, we end this article by beginning a discussion of new directions for conceptualizing and researching classrooms in ways that will involve examining the emotions of students and teachers.

Variations of Normal Children

Previous research indicates that academic emotions are largely organized along domain-specific lines. In the present study (N = 1,687; Grades 8/11), the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains. The authors evaluated discrete emotions consisting of enjoyment, pride, anxiety, anger, and boredom as experienced in the academic domains of mathematics and physics. Consistent with previous findings, between-domain relations for these emotions were relatively weak. These relations were, however, significantly stronger in classes having the same instructor in mathematics and physics compared with classes having different instructors for each subject. Nevertheless, the between-domain relations in classes having the same instructor were not strong enough to disconfirm the domain-specific conceptualization of academic emotions. Last, the authors discuss directions for future research on additional factors potentially affecting the strength of between-domain relations of academic emotions.