How achievement emotions impact students' decisions for online learning, and what precedes those emotions

Tempelaar, Dirk; Niculescu, Alexandra; Rienties, Bart; Gijselaers, Wim; Giesbers, Bas

doi:10.1016/j.iheduc.2011.10.003

Cited by 104 publications

(87 citation statements)

References 25 publications

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“…To our best knowledge, only few studies in first year samples tried to prove similar relations (Tempelaar et al, 2012;. Most notably, we found that learning hopelessness, together with a previous mathematics background, are able to predict substantially academic achievement.…”

Section: Discussionmentioning

confidence: 63%

“…Furthermore, this relation was confirmed over different cohorts in three consecutive academic years. The fact that having a previous mathematics background enables students to obtain a higher grade is (Alexander, 2005;Tempelaar et al, 2012). However, showing a negative emotion, Hopelessness, as the strongest predictor of academic achievement is an important outcome that deserves further elaboration.…”

Section: Discussionmentioning

confidence: 99%

“…To get a better understanding and prediction of achievement outcomes, contemporary research on self-regulated, motivational and emotional learning has emphasized aspects of students' psychological well-being and the resulting influence on academic achievements (Pekrun et al, 2002;Tempelaar et al, 2012). To date, two recent review studies (Robbins et al, 2004;Richardson et al, 2012) conclude that individual characteristics, such as selfefficacy, effort regulation, and achievement motivation are highly correlated with learning outcomes.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Overall, these studies have shown that LREs are able to predict course achievements in primary (Leone & Richards, 1989;Verma et al, 2002) and secondary education (Dettmers et al, 2011;Goetz et al, 2012). To our best knowledge, LREs in the first year of university have received little attention Tempelaar et al, 2012) despite their potential to predict achievement outcomes. There remains a window in the first year of university in which more empirical evidence could be added on the role of LREs in predicting achievement outcomes (Beard, Clegg, & Smith, 2007).…”

Section: Empirical Evidence Linking Learning-related Emotions and Achmentioning

confidence: 99%

“…There is consensus that emotions can be influenced through their antecedents , so hopelessness could be indirectly targeted at this level. For instance, Tempelaar et al (2012) study focused on epistemological views about effort in mathematics and statistics course -a component of the implicit theories of intelligence model (Dweck, 1999) -as distal antecedents of achievement emotions (Tempelaar et al, 2012). They concluded that negative effort views -the belief students hold towards exerting effort as something which signals lacks of intelligence, therefore negative -had a substantial impact on learning hopelessness (as expressed in a β estimate of .86).…”

Section: Recommendations For Educational Practicementioning

confidence: 99%

See 4 more Smart Citations

Feelings and performance in the first year at university: Learning-related emotions as predictors of achievement outcomes in mathematics and statistics

Niculescu¹,

Tempelaar²,

Leppink³

et al. 2017

EJREP

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Introduction. This study examined the predictive value of four learning-related emotionsEnjoyment, Anxiety, Boredom and Hopelessness for achievement outcomes in the first year of study at university. Method.We used a large sample (N = 2337) of first year university students enrolled over three consecutive academic years in a mathematics and statistics course, from an undergraduate Economics and an International Business degree programs.Results. We first showed significant differences in the emotional experiences between the students who attended, and those who were absent from the final exam. Second, the present study found emotions to have a strong predictive value for student exam scores, particularly for learning hopelessness and a prior mathematics background. This relationship was consistent over three consecutive academic years. Sentimientos y rendimiento en el primer curso universitario: las emociones como predictores de resultados académicos en las matemáticas y la estadística Discussion ResumenIntroducción. Este estudio examinó el valor predictivo de cuatro emociones relacionadas con el aprendizaje -disfrute, ansiedad, aburrimiento y desesperación-en los resultados académicos de alumnos en primer año de carrera universitaria.Método. Usamos una muestra amplia (N = 2337) de estudiantes de primero de carrera matriculados durante tres años académicos consecutivos en un curso de matemáticas y estadística de programas de grado en Economía y Comercio International. Resultados. Primero encontramos diferencias significativas en las experiencias emocionalesentre los estudiantes que realizaron el examen final y los que no. Segundo, se encontró que las emociones tienen un elevado poder predictivo en las notas obtenidas en el examen por los alumnos, especialmente desesperación relacionada con el aprendizaje y conocimiento previo sobre matemáticas. Esta relación se mantuvo a lo largo de tres cursos académicos consecutivos.Discusión y conclusión. Se presentan recomendaciones para mejorar la práctica educativa.Palabras clave: Resultados de logro; Emociones relacionadas con el Aprendizaje; Primer año de Universidad; Matemáticas y estadística. Recibido: 02.03.15 Aceptación Inicial: 12.05.15 Aceptación final: 09.11.15

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Section: Discussionmentioning

confidence: 63%

Section: Discussionmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Empirical Evidence Linking Learning-related Emotions and Achmentioning

confidence: 99%

Section: Recommendations For Educational Practicementioning

confidence: 99%

See 3 more Smart Citations

Feelings and performance in the first year at university: Learning-related emotions as predictors of achievement outcomes in mathematics and statistics

Niculescu¹,

Tempelaar²,

Leppink³

et al. 2017

EJREP

View full text Add to dashboard Cite

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Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities

Huff

Okai

Shanachilubwa

et al. 2021

J of Engineering Edu

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Background: Although prior research has provided robust descriptions of engineering students' identity development, a gap in the literature exists related to students' emotional experiences of shame, which undergird the socially constructed expectations of their professional formation.Purpose: We examined the lived experiences of professional shame among White male engineering students in the United States. We conceptualize professional shame to be a painful emotional state that occurs when one perceives they have failed to meet socially constructed expectations or standards that are relevant to their identity in a professional domain. Method:We conducted unstructured interviews with nine White male engineering students from both a research-focused institution and a teachingfocused institution. We used interpretative phenomenological analysis to examine the interview transcripts.Results: The findings demonstrated four themes related to how participants experienced professional shame. First, they negotiated their global, or holistic, identities in the engineering domain. Second, they experienced threats to their identities within professional contexts. Third, participants responded to threats in ways that gave prominence to the standards they perceived themselves to have failed. Finally, they repaired their identities through reframing shame experiences and seeking social connection. Conclusions:The findings demonstrate that the professional shame phenomenon is interwoven with professional identity development. In experiencing professional shame, White male students might reproduce the shame experience for themselves and others. This finding has important implications for the standards against which members from underrepresented groups may compare themselves and provides insight into the social construction of engineering cultures by dominant groups.

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Development and evaluation of the organic chemistry‐specific achievement emotions questionnaire (AEQ‐OCHEM)

2018

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Affect is associated with success and persistence in STEM courses and degree programs. Measurement tools that produce valid and reliable data are essential to capturing the impact of evidenced‐based instructional practices and reformed curricula on learning. We report the development of the Achievement Emotions Questionnaire for use in postsecondary organic chemistry courses (AEQ‐OCHEM). Instrument development was based on the control‐value theory of achievement emotions and included a revision of the seminal Achievement Emotions Questionnaire (AEQ) used to measure institutional‐level learning. A thorough psychometric evaluation of the AEQ‐OCHEM was conducted including alternative measurement models and an extensive investigation of the nomological framework. All AEQ‐OCHEM subscales were determined to be coherent and distinct. Implications for future research using the AEQ‐OCHEM are offered. A call for the development of more discipline‐ and course‐based instruments is made. Finally, tools that measure achievement emotions in the context of instructional laboratories and undergraduate research are needed for more robust considerations of affect in STEM contexts.

show abstract

How achievement emotions impact students' decisions for online learning, and what precedes those emotions

Cited by 104 publications

References 25 publications

Feelings and performance in the first year at university: Learning-related emotions as predictors of achievement outcomes in mathematics and statistics

Feelings and performance in the first year at university: Learning-related emotions as predictors of achievement outcomes in mathematics and statistics

Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities

Development and evaluation of the organic chemistry‐specific achievement emotions questionnaire (AEQ‐OCHEM)

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