Positive academic emotions moderate the relationship between self‐regulation and academic achievement

Villavicencio, Felicidad T.; Bernardo, Allan B. I.

doi:10.1111/j.2044-8279.2012.02064.x

Cited by 207 publications

(146 citation statements)

References 33 publications

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“…It is found that there was strong and significant correlations between academic emotions and English achievement and this result is consistent with the results of (Pekrun et al, 2002;Pekrun et al, 2009;Goetz et al, 2006;Randler et al, 2011) that indicated that emotions play a significant role in the learning process and academic English achievement. The results of this study revealed that some positive and negative academic emotions (enjoyment, pride, shame and hopeless) were predictors of students' English achievement as it explains that 65.8% of the variance of English achievement and class emotions and this result goes partially in line with the findings of Villavicencio & Bernardo, 2013) who showed that pride and enjoyment predict students' achievement and also agrees partially with the results of (Goetz et al, 2008) who showed that Language class performance positively predicted enjoyment in language classes. This means the teachers need to offer an enjoyable class environment and ask questions that are suitable for the students' level that make them enjoy themselves and proud when they answer them.…”

Section: Discussionsupporting

confidence: 80%

“…4;2015 22 levels of pride, self-regulation was not related to grades; and, for those who reported lower levels of enjoyment, self-regulation was negatively related to grades (Villavicencio & Bernardo, 2013). Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement (Villavicencio & Bernardo, 2013). Language class performance positively predicted enjoyment in language classes, and negatively predicted enjoyment in mathematics classes ( Goetz, Frenzel, Hall, & Pekrun, 2008).…”

Section: Class Emotions As Predictors Of Academic Achievementmentioning

confidence: 99%

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EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University

Ismail¹

2015

IJPS

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This paper investigates class academic emotions of anger, anxiety, enjoyment, hope, hopelessness, pride, boredom and shame in the academic situation and their contributions to Saudi EFL students' English achievement. It also strives to find if there are any differences in class emotions and achievement according gender and streams (science and humanities). The sample consists of 315 (177 males & 138 females) university students. The Pekrun, Goetz, Titz and Perry (2002) class-related emotions scale was used to determine class emotions of students. The findings revealed that there are no differences between science and humanities (M = 22.763, SD = 8.118) in achievement and class emotions except in boredom in favour of science stream. The results also indicated that there were no differences between males and females in class emotions except in the enjoyment in favour of females. It also revealed that there were significant differences between males and females in English achievement in favour of females. On the other hand, it was found that emotions explained 65.8 % in variance of the students' academic achievement. Furthermore, the findings have implications for students, teachers, and curriculum developers who are to develop a curriculum well-suited with the needs of language learners.

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Section: Discussionsupporting

confidence: 80%

Section: Class Emotions As Predictors Of Academic Achievementmentioning

confidence: 99%

EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University

Ismail¹

2015

IJPS

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“…Numerous studies have examined the determining factors of academic achievement in mathematics (e.g., Bodovski & Young, 2011;Villavicencio & Bernardo, 2013). This interest is driven by the relevance of mathematics for both formal education and everyday life (Jansen et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

García

Pérez

Betts

et al. 2016

Learning and Individual Differences

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. How affective-motivational variables and approaches to learning relate to mathematics achievement in upper elementary levels. Learning and Individual Differences, 49,31. AbstractThe relationship between students´ motivation and attitudes towards mathematics, the approaches to learning they use, and their achievement in mathematics has been widely documented in middle school and further academic levels. However, the empirical research in earlier educational stages remains scarce. This study analyzed the predictive value of affective-motivational variables and deep and surface approaches to learning on mathematics achievement in a sample of 524 upper elementary students. Multiple linear regression analysis was used to examine the predictors of mathematics achievement.Mathematics enjoyment positively predicted mathematics achievement and age and the use of the surface approach to learning negatively predicted mathematics achievement.The variables in the model explained 21.3% of the variance in mathematics achievement.Mean differences in the affective-motivational variables and approaches to learning occurred between students with very high and very low achievement in Mathematics, yielding further evidence of important differences between the achievement extremes.

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“…joy) are generally associated with positive characteristics in the learning process, such as deeper learning strategies, more effort invested, higher self-regulation and higher behavioural engagement during instruction; this, in turn, positively impacts student achievement (e.g. Hänze, 2003;Gendolla, 2003;Villavicencio & Bernardo, 2012) .Thus, ground-ed in the perceived importance of student emotions for educational outcomes, the interest of educational researchers in studying the emotional processes of students has increased over the past 15 to 20 years (Efklides & Volet, 2005;Schutz & Pekrun, 2007), including not only investigations into the emotions of primary school students (e.g. Helmke, 1993;Wigfield & Eccles, 1989 ), secondary school students (e.g.…”

Section: Introductionmentioning

confidence: 99%

“It’s cool but challenging” The Relevance of Basic Need Fulfillment for Students’ School Enjoyment and Emotional Experiences at the Transition from Primary to Secondary Education

Hagenauer¹,

Reitbauer²,

Hascher³

2018

Orbis Scholae

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Based on the theoretical perspective of self-determination, this study examined the effects of basic need fulfillment (relatedness/competence/autonomy) on students' school enjoyment before and after the transition from primary to secondary school. Furthermore, the academic and social impact of control beliefs on the emotions triggered by the upcoming transition was tested. The sample consisted of 63 students who filled out questionnaires at different time points before (grade 4; students between the ages of 9 and 10) and after (grade 5) the primary-secondary transition . The results highlight the importance of a positive teacher-student relationship as well as positive relationships amongst the students themselves for students' school enjoyment before and after the transition. In terms of the emotions evoked by the upcoming transition, the results reveal that students with higher academic self-concept experienced more positive emotions than students with lower academic self-concept. From these findings, it can be concluded that positive relationships and the belief in one's own academic capabilities can contribute to the likelihood of experiencing the transition to secondary school as an event accompanied by positive emotions such as joy and excitement rather than a stressful or threatening life-event .

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Positive academic emotions moderate the relationship between self‐regulation and academic achievement

Cited by 207 publications

References 33 publications

EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University

EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

“It’s cool but challenging” The Relevance of Basic Need Fulfillment for Students’ School Enjoyment and Emotional Experiences at the Transition from Primary to Secondary Education

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