Self-efficacy and achievement emotions as mediators between learning climate and learning persistence in college calculus: A sequential mediation analysis

Tang, Daijiazi; Fan, Weihua; Zou, Yi Ming; George, Rebecca A.; Arbona, Consuelo; Olvera, Norma

doi:10.1016/j.lindif.2021.102094

Cited by 19 publications

(13 citation statements)

References 66 publications

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“…the degree to which teaching facilitates self‐regulation; de la Fuente et al., 2017). Equally, variations in students' emotionality and academic performance may derive from individual factors, such as self‐efficacy beliefs (Tang et al., 2021), achievement goals (Pekrun et al., 2009), personality traits (de la Fuente, 2021), value and control appraisals (Garn & Simonton, 2022), intrinsic versus extrinsic values (Simonton & Garn, 2020) and challenge versus threat appraisals (Symes & Putwain, 2016). Moreover, students' socio‐economic status (SES) has been shown to impact students' expectancy and value appraisals (Brown & Putwain, 2022).…”

Section: Discussionmentioning

confidence: 99%

First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment

Earl,

Bishop,

Miller

et al. 2024

Brit J of Edu Psychol

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BackgroundStudents' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first‐year students' emotionality may be valuable in understanding their academic engagement and performance.AimsThe study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized (positive; moderate; negative) with a positive profile expected to display the highest attendance and attainment.SampleParticipants were 294 first‐year undergraduate students from a university in the United Kingdom (Mage = 19.33 years; 127 men; 162 women).MethodsStudents completed self‐report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment.ResultsFour emotional profiles emerged: positive; moderate; negative; mixed‐valence (both positive and negative activating emotions). The positive and mixed‐valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed‐valence and negative emotion groups, but not the moderate group.ConclusionsThe findings highlight the diverse emotional experiences of first‐year university students and the existence of co‐occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment.

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Section: Discussionmentioning

confidence: 99%

First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment

Earl,

Bishop,

Miller

et al. 2024

Brit J of Edu Psychol

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“…Figure 3 indicates that three independent variables represent intrinsic sources of motivation, which are imported from the dependent variable of the intrinsic motivation of students for success in calculus courses in model I. It is reported in the literature that persistence of students on learning calculus is influenced by their achievement emotions including delight and anxiety (Tang et al, 2021). As shown in Figure 3, the three independent variables of the significance and need for calculus courses, students' perception of calculus success, and students' delight of calculus courses explain 98.5% of the change in the global motivation of students for success in calculus courses.…”

Section: Discussionmentioning

confidence: 99%

Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models

Hammoudi

Grira

2023

EURASIA J Math Sci Tech Ed

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This research aims at improving students’ motivation for success in calculus courses at higher education institutions by developing two models. The first model is developed to promote students’ intrinsic motivation. The second model is integrated with the first model to improve students’ intrinsic and extrinsic motivation. A mixed research methodology is used, which includes 153 students in calculus courses at three universities in the United Arab Emirates. The qualitative results of 15 interviews are divided into three themes including students’ motivation for success in calculus, their mathematics self-concept, and other supporting elements. The regression analysis shows that 72.5% of the variation in students’ intrinsic motivation for success in calculus is explained by five variables in model I and 98.5% of the variation in their intrinsic and extrinsic motivation is explained by three variables in model II. The findings of this study can be utilized by higher education institutions that offer calculus courses.

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“…From a social cognitive perspective, the self-regulatory process is viewed as an interaction between personal traits such as self-efficacy, behavioral traits such as the implementation of SRL strategies and environmental factors such as instructor's feedback (Zimmerman, 1989). Tang et al (2021) proved that self-efficacy mediated the relationship between learning climate and learning persistence behavior of students. Lee et al (2019) confirmed a meaningful mediation of selfefficacy on the relationship between the academic emphasis in the learning climate and selfregulation strategy of students.…”

Section: Literature Reviewmentioning

confidence: 99%

The mediating role of self-efficacy in the relationship between the online learning environment and academic self-regulation

Ngoc¹,

Lai²

2023

JARHE

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PurposeThe purpose of the study is to explore the interrelation between internal factors of learners and the external environment. The results of this study help to design a learning environment that improves students' self-efficacy and consequently self-regulated learning (SRL) behaviors of students.Design/methodology/approachThe study adopts a quantitative approach to explore the relationship between learner's self-efficacy, self-regulation behavior and three factors in the online learning environment: course design, learning activities and relationship with instructors and peers. Participants of the study are 350 students in two universities in Vietnam.FindingsThe study finds that factors in the learning environment namely course design, learning activities and relationship within class significantly affect students' self-regulation. Moreover, results show that students' self-efficacy plays the mediating role in the relationship between learning environment and self-regulation.Research limitations/implicationsSamples are taken by convenience sampling method, which may lead to sampling bias, and results may, to some extent, be misleading. The study was conducted in only two universities with limited student populations. A larger sample of students from other institutions may contribute to a better explanation of the relationships.Practical implicationsThe study has a practical implication of contributing to the limited understanding of learners in an underdeveloped-research country context. The study also implies necessary changes to the long-standing, prevalent yet ineffective teaching and learning style.Social implicationsThe study calls for a renovation in the nation's traditional educational practices, having a social implication of creating a learning environment beneficial for learners.Originality/valueThis study is the first to investigate the impact of online learning environment and students' internal factors on their learning behaviors in Vietnam. The study is among the very few empirical research studies on the country's education generally and on self-regulation specifically, contributing to better understanding of learning experiences and the improvement of teaching.

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Self-efficacy and achievement emotions as mediators between learning climate and learning persistence in college calculus: A sequential mediation analysis

Cited by 19 publications

References 66 publications

First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment

First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment

Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models

The mediating role of self-efficacy in the relationship between the online learning environment and academic self-regulation

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