The motivational system of task values and anticipated emotions in daily academic behavior

Umarji, Osman; McPartlan, Peter; Moeller, Julia; Li, Qiujie; Shaffer, Justin F.; Eccles, Jacquelynne S.

doi:10.1007/s11031-021-09898-y

Cited by 8 publications

(4 citation statements)

References 91 publications

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“…Second, students’ achievement value and teachers’ autonomy support had a statistically significant positive impact on academic engagement at student and classroom levels. Consistent with prior studies (Olivier et al, 2020; Umarji et al, 2021; Wang & Eccles, 2013), students’ achievement value positively affected academic engagement. Additionally, the characteristics of the achievement-oriented classroom climate were found to have a positive effect on students’ academic engagement.…”

Section: Discussionsupporting

confidence: 85%

Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors

Lee

Hong

Kang

et al. 2023

School Psychology International

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This study investigated the effects of individual and contextual factors (students and classrooms) on academic engagement by adopting an analytical approach based on hierarchical linear modeling. The participants in this study included 906 high school students (42.7% male) from 42 classrooms in South Korea. We established that achievement value and teachers’ autonomy support had a statistically significant positive impact on academic engagement at both the student and classroom levels. However, teachers’ academic pressure had a positive impact on academic engagement only at the classroom level. Cross-level interaction effects between the student and classroom levels, achievement value (LV 1) and autonomy support (LV 2), teachers’ academic pressure (LV1) and achievement value (LV 2), and those on teachers’ academic pressure at both levels were also identified.

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Section: Discussionsupporting

confidence: 85%

Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors

Lee

Hong

Kang

et al. 2023

School Psychology International

View full text Add to dashboard Cite

show abstract

“…It is a central argument that when teachers support students' needs and concerns, also care for students in a distance learning, they stimulate students' motivation (Noddings, 2015;Fryer & Bovee, 2016;Umarji et al, 2021) and alleviate their difficulties (Pozzoli, Gini, & Scrimin, 2021). If there is a communication and engagement gap between the parties, distance learners may face feelings of loneliness, dissatisfaction, and anxiety (Hara & Kling, 2001).…”

Section: Discussionmentioning

confidence: 99%

The Importance of Teacher-Student Relationship for Distance Learning During Covid-19 Pandemic

Mérac

Sensin

Livi³

2022

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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Online education has become mandatory in all countries since the Covid-19 pandemic. In order to provide practical inspiration for schools to improve online learning and teaching efficacy, and satisfaction, we explored the distance learning experience of 427 upper secondary school students in Italy. Rather than focusing on the relevance of digital tools and abilities, as most e-learning studies do, we focused on the function and influence of the teacher-student relationship and how online learning affects that connection. The study’s findings revealed that even if the technology was the central focus of upgrading the educational system, the satisfaction for the Distal Learning education is heavily based on teachers’ ability to maintain a high-quality relationship. Indeed, the quality of the relationship is a far better predictor of student satisfaction, with online education satisfaction having substantially higher coefficients than technology satisfaction, even controlling for both teachers’ and students’ technological knowledge. We also found a significant moderating effect in the interaction between quality of the relationship and technology satisfaction, implying that when students are satisfied with the technology used in online education, a high-quality relationship with teachers can boost satisfaction.

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“…Motivation theories contend that emotions can influence motivation (Meyer & Turner, 2006;Schunk et al, 2014). Moreover, anticipated emotions are conceptualized as potential drivers of motivational processes including goal setting (Umarji et al, 2021), and a 'feeling of desire' as forming the core of motivation (Pekrun, 2023). Further, emotional reactions accompany and/or result from motivational processes, including attributions involving inferences about the causes of success or failure, or goal-setting targeting individuals' academic attainment (see Pekrun, 2018).…”

Section: Achievement-related Motivation and Emotionmentioning

confidence: 99%

Commonalities and Differences in Strategies for Regulating Motivation and Emotion in Academic Settings: A Within-Person Approach

Loderer¹,

Nett²,

Dresel³

2023

Preprint

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Students’ motivation and emotion form important pillars of their educational experiences and, while representing distinct constructs, have been shown to be closely interlinked. Consequently, their regulation may be governed by similar mechanisms as well, but motivational regulation (MR) and emotion regulation (ER) have had little intersection. Moving towards integrative perspectives on these components of students’ self-regulation, we examined overlap and differences in regulatory strategies used to manage study-related motivation and emotion. In comparing MR and ER strategy taxonomies, we found evidence for commonalities, particularly among strategies pertaining to reappraisals of perceptions of personal ability/control over learning, as well as of learning-related values. MR and ER also contained several unique (i.e., non-overlapping) strategies. We hypothesized that MR and ER taxonomies are largely complementary in the sense that MR strategies can also be used to manage emotional problems and vice versa. This assumption was tested with 1,466 university students asked to report on their use of various strategies four hypothetical study problem scenarios (motivational/expectancy, motivational/value, emotion/expectancy, emotion/value). Using CFA and latent difference modeling, we found that strategy use was strongly correlated and differed little in terms of mean levels across regulatory problems varying in their motivational vs. emotional framing. Correlations and mean differences pertaining to framing were stronger respectively smaller as compared to those found for strategy use for expectancy- vs. value-related regulatory problems. The findings indicate that many regulatory strategies may be relevant for managing motivational and emotional problems of similar origin (expectancy vs. value) and underscore the need for joint perspectives on MR and ER to further our understanding of the interplay of different components of self-regulated learning.

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The motivational system of task values and anticipated emotions in daily academic behavior

Cited by 8 publications

References 91 publications

Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors

Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors

The Importance of Teacher-Student Relationship for Distance Learning During Covid-19 Pandemic

Commonalities and Differences in Strategies for Regulating Motivation and Emotion in Academic Settings: A Within-Person Approach

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