Achievement Goals and Achievement Emotions in Elementary School Students

Kohoulat, Naeimeh; Dehghani, Mohammad Reza; Kojuri, Javad; Hayat, Ali Asghar

doi:10.17795/intjsh-32193

Cited by 3 publications

(3 citation statements)

References 19 publications

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“…This facet of the learning environment warrants special attention, as previous research has demonstrated that students' perceptions of their learning environment are closely tied to their academic emotions and, potentially, their academic performance. 24 Specifically, a study using the Dundee Ready Educational Environment Measure (DREEM) and Achievement Emotions Questionnaire (AEQ) found that the perceived learning environment predicts students' academic emotions. Therefore, dissatisfaction with educational resources may not only affect the quality of education but also have broader implications on students' emotional well-being and academic success.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Medical Students’ Learning Experiences in Small Group-Based Teaching in Kurdistan Region-Iraq

Ali Abdi,

Mikhail,

Abdi

et al. 2024

J. Contemp. Med. Sci.

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Objective: This study aims to evaluate the learning styles, activities, and experiences of medical students within the context of small groupbased teaching in the Kurdistan Region of Iraq. Methods: A cross-sectional study was conducted between February and May 2022 at Zakho College of Medicine, involving students from various medical colleges in the region. A pre-designed questionnaire was administered both in-person and online. Comprising two main parts in addition to demographic information, the questionnaire assessed students' learning styles based on O'Brien's modality learning channel preference and their preferences and experiences in small-group settings. Results: The sample included students from the 1st to the 5th stage, totaling around 400 participants. The cohort was predominantly female (60.05%) and largely from the 2nd stage of medical education (55.03%). Visual Learning was the most common learning style, particularly among female students. Significant variations in learning styles were noted across different academic stages and universities. Small-group activities and formative assessments were generally favored. While most students were either "satisfied" or found it "natural" concerning group size, dissatisfaction was prominent regarding available teaching resources. Statistical analyses confirmed significant differences in learning styles, preferred teaching methods, and feelings about the learning environment. Conclusion: The study offers critical insights into the diverse learning preferences and experiences of medical students in small-group settings. Despite a general preference for Visual Learning and small-group activities, significant variations exist, warranting a nuanced approach to educational strategy. Given the diverse learning preferences and significant dissatisfaction with available resources, a multifaceted educational approach is recommended, including diverse teaching and assessment methods and increased investment in teaching resources.

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Section: Discussionmentioning

confidence: 99%

An Analysis of Medical Students’ Learning Experiences in Small Group-Based Teaching in Kurdistan Region-Iraq

Ali Abdi,

Mikhail,

Abdi

et al. 2024

J. Contemp. Med. Sci.

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show abstract

“…Berbagai alasan mengapa siswa mengupayakan pencapaian yang diwakili oleh komponen tujuan pencapaian, seperti penguasaan tujuan dan tujuan kinerja. Penelitian mengungkapkan bahwa achievement goal berpengaruh terhadap motivasi serta performa siswa dalam meraih prestasi mereka (Damayanti et al, 2017;Kohoulat et al, 2016). Achievement goal mempengaruhi prestasi disekolah secara berbeda-beda pada tiap individu melalui variasi dari kualitas proses kognitif yang berupa regulasi diri masing-masing individu tersebut.…”

Section: Pendahuluanunclassified

“…Pencapaian prestasi selalu disertai dengan achievement emotion diantaranya perasaan senang pada saat belajar, kebanggaan, rasa cemas,amarah, putus asa, rasa malu, dan kebosanan, biasa terjadi dalam membangun prestasi. Emotion ini penting karena mempengaruhi motivasi siswa, baik dari segi pembelajaran, prestasi akademik, identifikasi perkembangan, dan kesehatan (Kohoulat et al, 2016). Ukuran achievement goal (pencapaian tujuan), yaitu tujuan penguasaan dikaitkan dengan emosi aktivitas, seperti kesenangan, kebosanan, dan kemarahan; Sasaran kinerja dikaitkan dengan emosi positif seperti harapan dan kebanggaan (Artino & Jones, 2012).…”

Section: Pendahuluanunclassified

Pengaruh Konseptual Achievement Emotion dan Lingkungan Belajar Peserta Didik Terhadap Achievement Goal

Fikri

Hendrik

Masril

2021

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Discrete achievement emotions as mediators between achievement goals and academic engagement of Singapore students

Luo

2022

Educational Psychology

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Achievement Goals and Achievement Emotions in Elementary School Students

Cited by 3 publications

References 19 publications

An Analysis of Medical Students’ Learning Experiences in Small Group-Based Teaching in Kurdistan Region-Iraq

An Analysis of Medical Students’ Learning Experiences in Small Group-Based Teaching in Kurdistan Region-Iraq

Pengaruh Konseptual Achievement Emotion dan Lingkungan Belajar Peserta Didik Terhadap Achievement Goal

Discrete achievement emotions as mediators between achievement goals and academic engagement of Singapore students

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