Positive Emotions, Autonomy Support and Academic Performance of University Students: The Mediating Role of Academic Engagement and Self-efficacy

Oriol, Xavier; Lira, Michelle Mendoza; Covarrubias, Carmen Gloria; Molina, Víctor

doi:10.1387/revpsicodidact.14280

Cited by 88 publications

(85 citation statements)

References 37 publications

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“…Recent studies have shown that positive academic emotions are the forerunners of AE, since they promote satisfaction with the activities related to learning in university students (Knoop, 2011; Linnenbrink-Garcia and Pekrun, 2011; Oriol et al, 2016), and this study confirms that experienced emotions act as mediators in the relation between EC with IM and AE. According to Averill’s (1980, 2005) socio-constructivist tenets, increasing the levels of EC during early educational stages becomes fundamental to allow students to experience firm commitment to their studies and, thus, enhancing their autonomous learning.…”

Section: Discussionsupporting

confidence: 81%

“…To reach this goal, launching social-emotional learning programs (Coelho et al, 2014) and even, programs directly aiming at boosting the experience of positive emotions, like mindfulness programs, for both students and teachers, is crucial (Franco et al, 2014; Amutio et al, 2015; López-González and Oriol, 2016; López-González et al, 2016). Activating positive emotions will allow students to perceive themselves as successful in the tasks execution (self-efficacy), as opposed to negative emotions, which are related to more perceptions of failure (Amutio et al, 2015; Oriol et al, 2016; Tze et al, 2016). …”

Section: Discussionmentioning

confidence: 99%

“…When academic activities generate satisfaction, happiness, hope or pride, students feel more motivated before a task, pay more attention, and show greater self-control of their own learning process, feel more academically engaged, and tend to make more academic efforts (Roffman, 2004; Davey et al, 2005; Knoop, 2011; Oriol et al, 2016). On the contrary, experiencing negative emotions may cause bad academic adaptation, that is, students can feel bored or develop a feeling of frustration that can lead to school failure (Pekrun et al, 2004; Ruthig et al, 2008; López and Calderon, 2011; D’Mello and Graesser, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Recent research has suggested a fourth dimension of student’s engagement in school, namely personal agency, which conceptualizes students as proactive, as agents of action by showing initiative, interest and making suggestions (Veiga et al, 2015). Moreover, AE has been researched from different approaches, focusing on a diversity of topics related to students, including task value, class participation, satisfaction, emotional and academic involvement, achievement, motivation, perceived control and self-efficacy, self-esteem, emotional intelligence, and well-being (Caballero et al, 2007; Appleton et al, 2008; Ros et al, 2012; González et al, 2015; Oriol et al, 2016). …”

Section: Introductionmentioning

confidence: 99%

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Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

et al. 2016

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Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE).Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored.Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions.Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.

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Section: Discussionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

et al. 2016

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“…Uno de ellos, por ejemplo, es el de las emociones positivas. Oriol-Granado et al (2017) sugieren que la motivación de estudiantes universitarios se relaciona con las emociones positivas (por ejemplo: alegría, esperanza) que ellos experimentan durante las clases. Así, las experiencias emocionales repercuten directamente en el rendimiento escolar de los estudiantes.…”

Section: Introductionunclassified

Experiencias Desmotivacionales y Motivacionales de Estudiantes Varones de Ingeniería para Estudiar Matemáticas. El Caso de la Universidad Andrés Bello en Santiago de Chile

Castro

Miranda

2019

Form. Univ.

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ResumenCon base en la teoría de la autodeterminación y la meta-teoría del dominio afectivo, el objetivo de este artículo es analizar las motivaciones y desmotivaciones de estudiantes de ingeniería para estudiar matemáticas. La metodología utilizada fue la conformación de un grupo focal de ocho estudiantes varones (19 a 24 años), de la Universidad Andrés Bello en Santiago de Chile, a quienes se les preguntó cuáles fueron sus experiencias motivantes (y no motivantes) que contribuyeron en su decisión de estudiar (o no) matemática, y sus motivos específicos de aprender conceptos matemáticos y de responder problemas. Los resultados indican que los estudiantes se motivan o desmotivan por los siguientes temas: "ser como el profesor", "rol del profesor", "evaluaciones", "ser ingeniero" y "rendimiento". Se concluye que estos temas se relacionan con motivaciones extrínsecas. Esto significa que los estudiantes se motivan a estudiar matemática si satisfacen sus necesidades debido a factores externos (relación social, competencia y autonomía) o se desmotivan al no poder satisfacer esas necesidades. Palabras clave: motivación extrínseca; motivación intrínseca; desmotivación; teoría de la autodeterminación; teoría del dominio afectivo; grupo focal Demotivational and Motivational Experiences of Male Engineering Students to Study Math. The Case AbstractBased on the self-determination theory and the meta-theory of affective domain, the aim of this article is to analyze the motivations and demotivations of engineering students to study mathematics. The methodology used was the formation of a focus group of eight male students (19 to 24 years of age) from the Andrés Bello University in Santiago-Chile, who were asked about their motivating and non-motivating experience that contributed to their decision to study (or not) mathematics, and their specific motives for learning mathematical concepts and solving to problems. Results show that students are motivated and demotivated by the following themes: "being a teacher", "role of the teacher", "evaluations", "being an engineer" and "performance". It is concluded that motivations are exclusively extrinsic. This means that students are motivated to study mathematics if they satisfy their needs due to external factors (social relations, competence and autonomy) or are discouraged when they cannot satisfy those needs.

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Social climate in university classrooms: A mindfulness‐based educational intervention

et al. 2021

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There is a limited number of studies on the impact of mindfulness-based interventions on university students and their positive effect on collective experiences of shared flow. The aim of the present study was to explore the effectiveness of mindfulness training in terms of reducing stress and enhancing well-being, experiences of shared flow and classroom climate (engagement and affiliation). The intervention and control groups were matched by age and sex (n = 125; M = 20.71, SD = 4.60, 68% women). The intervention group comprised mindfulness exercises performed in the classroom over the course of 7 weeks. The principal variables were measured at pretest and posttest, and shared flow was also measured in the intervention group. In comparison with the control group, statistically significant differences were observed in the intervention group in relation to mindfulness, perceived stress, and classroom climate (affiliation). Furthermore, the perception of shared flow among students increased from the beginning to the end of the program. Mindfulness skills were found to mediate improvements in perceived well-being and stress. It is concluded that mindfulness practice can turn learning into a challenging and shared task. The study highlights the importance of fostering programs that enhance the development of competencies related to mindfulness among university students.

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Positive Emotions, Autonomy Support and Academic Performance of University Students: The Mediating Role of Academic Engagement and Self-efficacy

Cited by 88 publications

References 37 publications

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

Experiencias Desmotivacionales y Motivacionales de Estudiantes Varones de Ingeniería para Estudiar Matemáticas. El Caso de la Universidad Andrés Bello en Santiago de Chile

Social climate in university classrooms: A mindfulness‐based educational intervention

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