A brief measure for school-related achievement emotions: The achievement Emotions Adjective List (AEAL) for secondary students

Raccanello, Daniela; Brondino, Margherita; Crescentini, Alberto; Castelli, Luciana; Calvo, Spartaco

doi:10.1080/17405629.2021.1898940

Cited by 15 publications

(11 citation statements)

References 22 publications

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“…That way, those who possess self-regulation and control skills choose adequate behavioral adjustment strategies, self-control the development of their working schedule looking to respond appropriately to their tasks to improve their performance [8,30]. The self-regulation general variable is present in the promotion of motivational-affective strategies [28,29]; the type of assumed learning scope [31][32][33]; achievement emotions [34,35]; coping strategies [36]; academic confidence and procrastination [37]. Contrary to selfregulation, when a dys-regulatory behavior as procrastination is present [26,27], people decide to postpone actions regardless of their adverse effects, increasing the perceived stress level, affecting important adjustment behaviors.…”

Section: Students' Factors Of Regulation: Self-regulation Procrastination and Academic Self-efficacymentioning

confidence: 99%

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Arias

Malpica-Chavarria

Umerenkova

et al. 2021

IJERPH

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This investigation aimed to analyze the predictive differential value of personal (self-regulation, self-efficacy, procrastination) and contextual characteristics (parents’ socio-educational level), regarding academic achievement, among Colombian adolescents. A total of 430 students (from 11 to 18 years old) from both genders filled out validated self-reports and informed their academic achievement. We performed an ex-post-facto design, simple regression analyses, structural equations predictions analyses (SEM), and variance analyses (ANOVAs). The results showed that self-regulation is the most potent personal variable predictive of procrastination and achievement, positively associated with self-efficacy; additionally, the parents’ educational level was also a predictor, although to a lesser level. The female group and the elderly group negatively predicted academic achievement, behaving as modulatory variables of the above results.

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Section: Students' Factors Of Regulation: Self-regulation Procrastination and Academic Self-efficacymentioning

confidence: 99%

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Arias

Malpica-Chavarria

Umerenkova

et al. 2021

IJERPH

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“…Two months after the administration of the R-PCS, the participants completed a brief version of the Achievement Emotions Adjective List ( Raccanello et al, 2021b ). The respondents rated the frequency with which they had felt enjoyment or anger in the previous 2 weeks using a 5-point scale (1= not at all and 5= very much ).…”

Section: Methodsmentioning

confidence: 99%

“…As regards the criterion validity, we expected that the dimensions would correlate with the factors of a scale designed to measure personality characteristics useful for coping with disasters, the PLDQ (Hypothesis 2b; Ishibashi et al, 2019 ). Pertaining to the predictive validity, we expected that the dimensions reflecting adaptive coping strategies would be positively related to enjoyment and negatively related to anger ( Raccanello et al, 2021b ) and vice versa for the dimensions reflecting maladaptive coping strategies (Hypothesis 2c) measured 2 months after the administration of the R-PCS.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of the Robust - Pandemic Coping Scale (R-PCS)

et al. 2021

Self Cite

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The psychological consequences of epidemics/pandemics, such as the COVID-19 pandemic, include an increase in psychopathological symptoms, such as depression, anxiety, and stress, and negative emotions, such as fear. However, relatively little attention has been paid to how people cope with the pandemic. Coping is a multi-component process, helping to diminish the traumatic impact of stressful events in a variety of ways. We studied how university students coped with the first wave of the COVID-19 pandemic, by developing the Robust - Pandemic Coping Scale (R-PCS), a new scale for measuring coping strategies related to epidemics/pandemics. The scale is based on a classification of coping strategies referred to the needs of competence, relatedness, and autonomy. To create a robust scale, such that the item values would be independent of the sample used for developing it, we employed Rasch modeling. We used a sample of 2,987 Italian university students who participated in an online survey including the R-PCS and the Power to Live with Disasters Questionnaire (PLDQ), during March 2020. First, we applied a dual approach combining exploratory and confirmatory factor analyses, which supported the goodness of a 4-factor model (i.e., Despair, Adjustment, Proactivity, and Aversion) for the R-PCS, invariant across gender and age of respondents (younger or as old as 23 years, older than 23 years). We then transformed the raw scores of the R-PCS into interval logit scale scores applying the Rasch model. Second, our findings supported the discriminant validity and the criterion validity of the R-PCS, examining the correlations with the PLDQ. They also confirmed its predictive validity: the R-PCS scores were related to 2-month-later enjoyment and anger, indicating that Adjustment and Proactivity were adaptive while Despair and Aversion were maladaptive. Third, our study revealed gender and age differences: the scores were higher for Despair, Adjustment, and Proactivity for females; for Aversion for males; and for Proactivity for students older than 23 years. The study suffers from limitations related to social desirability, gender imbalance, and self-selection effects in the recruitment.

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“…Emotions are the subject of studies in educational context, especially because of their possible role on learning. In the literature, it is stated that emotions affect learning, attention, cognition, memory, decision-making processes, learning strategies used by learners, selfregulated learning, commitment, academic performance and academic achievement (Hayat, Shateri, Amini & Shokrpour, 2020;Immordino Yang & Damasio, 2012;Obergriesser & Stoeger, 2020;Park & Lim, 2019;Pekrun, 2006;Pekrun & Perry, 2014;Raccanello, Brondino, Crescentini, Castelli & Calvo, 2021;Schrader & Kalyuga, 2020;Wosnitza & Volet, 2005;You & Kang, 2014).…”

Section: Extended Abstractmentioning

confidence: 99%

Başarımla İlgili Duygular Anketinin Öğretmen Adayları için Geçerleme Çalışması ve Kısa Formu

Bakır

Uslu

Usluel

2021

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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Bu çalışmanın iki amacı bulunmaktadır. Birincisi, Pekrun, Goetz ve Perry (2005) tarafından geliştirilen ve Can, Emmioğlu Sarıkaya ve Bardakçı (2020) tarafından lise öğrencileri için Türkçeye uyarlaması yapılan Başarı Duyguları Anketi'nin, dersle ilgili duygular bölümünün öğretmen adayları için geçerleme çalışmasını yapmaktır. İkincisi, yapılan geçerleme çalışmasının bulgularından hareketle anketin kısa formunun oluşturularak geçerlik ve güvenirliğinin irdelenmesidir. Çalışma grubu, Türkiye'de altı devlet üniversitesinde öğrenim gören 308 öğretmen adayından oluşmaktadır. Verilerin analizinde, birinci ve ikinci düzey faktör analizi yapılmış, Cronbach's alpha ve yapısal güvenirlik katsayıları hesaplanmıştır. Verilerin analizi sonucunda uyum iyiliği indisleri ve yakınsama geçerliği ölçütlerine uymayan maddeler çıkarılmış; umutsuzluk duygusunun tek faktörlü yapıda, diğer duyguların üç faktörlü ve ikinci düzey faktör yapısında doğrulandığı bulgusuna ulaşılmıştır. Doğrulanan üç faktörlü duygu modelleri için Cronbach's alpha iç tutarlılık katsayıları 0.60 ve 0.83 arasında değişirken tek faktörlü umutsuzluk duygusu için 0.79 olarak bulunmuştur. Yapısal güvenirlik katsayısı üç faktörlü duygu modelleri için 0.63 ve 0.87 arasında, tek faktörlü umutsuzluk duygusunda 0.79 olarak hesaplanmıştır. Bu bulgulardan hareketle ölçme aracının sekiz faktör 46 maddeden oluştuğu sonucuna ulaşılmıştır. Geçerleme çalışması sonucunda 46 maddeden oluşan anketin kısa versiyonu, kapsam geçerliği gözetilerek yüksek faktör yükü veren maddelerin seçilmesi yoluyla oluşturulmuştur. Doğrulayıcı faktör analizi sonucunda, uyum indisleri iyi ve mükemmel aralığında olan 24 maddelik kısa formun Cronbach Alpha değeri 0.75 olarak; yapısal güvenirlik katsayıları 0.73 ve 0.86 olarak bulunmuştur. Ölçme aracında yer alan maddelerin başarım (performans) temelinde olması nedeniyle, aracın içeriğini de daha uygun yansıttığı gerekçesiyle ölçme aracına "başarımla ilgili duygular" adı verilmiştir.Anahtar Kelimeler: Başarımla ilgili duygular, Kontrol-Değer Kuramı, çevrimiçi öğrenme ortamları, öğretmen adayları.* Bu çalışma ilk yazarın doktora tezinin bir bölümünden üretilmiştir.

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A brief measure for school-related achievement emotions: The achievement Emotions Adjective List (AEAL) for secondary students

Cited by 15 publications

References 22 publications

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Development and Validation of the Robust - Pandemic Coping Scale (R-PCS)

Başarımla İlgili Duygular Anketinin Öğretmen Adayları için Geçerleme Çalışması ve Kısa Formu

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