Achievement emotions in higher education: A diary study exploring emotions across an assessment event

Peterson, Elizabeth R.; Brown, Gavin; Jun, Miriam C.

doi:10.1016/j.cedpsych.2015.05.002

Cited by 55 publications

(34 citation statements)

References 53 publications

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“…A diary method has also been used in several previous studies in higher education (e.g. Bakker, Vergel & Kuntze, 2015;Beckers, van der Voordt, & Dewulf, 2016;Peterson, Brown, & Jun, 2015). However, typically diary studies take place over a longer period of time, such as a week (e.g.…”

Section: Discussionmentioning

confidence: 99%

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Exploring the Reading Practices of Undergraduate Students

2017

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Research in higher education has revealed that only a small proportion of students complete assigned reading during semester. The current studies examined students' reading practices, and sought to explore potential factors underlying these practices. Three studies were conducted. Study 1 utilised a questionnaire to examine how long students spend reading academic material. Students reported spending an average of 14.1 hours per week reading a range of sources, including textbooks and journal articles for both guided and independent reading. The number of hours spent reading was lower than university expectations. Study 2 involved conducting focus groups to explore potential factors underlying students' reading practices. Six main themes emerged in the data; Expectations, Perceived benefits, Course structure, Lack of time, Practicalities, and Confidence. Study 3 further examined students' perceptions of a lack of time and a lack of confidence with reading using a diary exercise and a further questionnaire. The diary exercise revealed that students spent an average of 6.5 hours per day engaged in academic activities. In addition, students were generally confident with reading, although more so with reading textbooks than journal articles. The findings are discussed in terms of implications for staff teaching in higher education.

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Section: Discussionmentioning

confidence: 99%

“…Beckers et al, 2016), or require participants to complete a diary on more than one occasion (e.g. Peterson et al, 2015). In the current study there were also activities that were omitted from the closed-response diary, such as household chores or caring commitments.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Reading Practices of Undergraduate Students

2017

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“…While there is plenty of research on test anxiety and on grades (GPA) as an outcome, studies on the influence of GPA on activity emotions (in a science lesson) are scarce. Peterson, Brown, and Jun () found no influence of GPA on students’ state emotions during a learning arrangement in a university setting. We suggest that science grades are an important determinant of the activity emotions expressed during a science lesson.…”

Section: Activity Emotions and Motivational Outcomes In A Science Clamentioning

confidence: 98%

Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab

Itzek-Greulich

Vollmer

2016

J Res Sci Teach

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Students’ interest in science declines in secondary school. Therefore, motivating students to become competent and engaged in science topics that are relevant for their everyday lives is an important goal, so they can be better citizens and decision makers with socioscientific issues (e.g., climate change and waste disposal). The present study contributes to research on activity emotions (state) and motivational outcomes (situational interest and situational competence) in science education. The study compared three experimental groups in a guided inquiry lab work on the chemistry of starch and a control group. The three groups were (i) 13 science classes taught at school; (ii) 14 classes taught in a Science Center Outreach Lab (SCOL) visit; and (iii) 17 classes taught in a combined setting of (i) and (ii); the groups were taught on the same topic. The large sample of classes was randomly assigned to the experimental conditions and a control group and data were analyzed for the theoretical part and the practical part of the intervention. The nested data were analyzed using item response theory and multilevel analyses. The three lab‐work conditions were quite successful in comparison with the control group. There were some differences between the SCOL and school groups; the students experienced higher enjoyment in the theoretical part of the intervention in the school group and higher situational competence in the practical lab work at the combined setting. Especially low achievers profited from the intervention, supposedly because the topic was close to students’ everyday lives. Conscientiousness was a major predictor of emotional and motivational outcomes. In conclusion, experimental lab work at a SCOL can be seen as a supplement to a worthwhile STEM education. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 3–28, 2017

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“…Moreover, these emotions, just like any others, are categorized according to their valence (positive or negative) and to the degree of activation implied (i.e., their intensity or arousal). Students can indeed experience positive achievement emotions such as relief, enjoyment, or negative emotions like hopelessness and disappointment; these emotions can vary in their intensity, from boredom (low degree of activation) to anger (high degree of activation), for example (Peterson, Brown, & Jun, ). Emotions enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom are considered to have a strong impact on learners' motivation, learning, academic performance, identity development, and even general health (Schutz & Pekrun, ).…”

Section: Introductionmentioning

confidence: 99%