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Yang Y, Gong S, Cao Y, Qiu Y, Xu X, Wang Y. Linking teacher support to achievement emotion profile: the mediating role of basic psychological need satisfaction. Front Psychol 2024; 15:1352337. [PMID: 39149704 PMCID: PMC11325168 DOI: 10.3389/fpsyg.2024.1352337] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Accepted: 07/11/2024] [Indexed: 08/17/2024] Open
Abstract
The current study used a person-centered approach to explore the co-occurrence of college students' achievement emotions. It also examined the impact of teacher support on achievement emotion profiles and the mediating effect of need satisfaction. A total of 866 college students participated in the survey. A robust three-step latent profile analysis was employed to analyze the data. Four profiles of achievement emotions were identified: moderate mixed emotions, the blends of high positive emotions, the blends of moderate positive emotions, and high mixed emotions. Higher perceived teacher support was associated with a greater likelihood of being classified into the blends of moderate positive emotion profile or the blends of high positive emotion profile. Moreover, basic psychological need satisfaction mediated the relationship between teacher support and the four emotion profiles. Our findings contribute to a more comprehensive understanding of the role of teacher support in shaping achievement emotion profiles, helping to broaden the application of self-determination theory to explain the mechanism by which external support influences emotion profiles.
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Affiliation(s)
- Yang Yang
- Key Laboratory of Human Development and Mental Health of Hubei Province, School of Psychology, Central China Normal University, Wuhan, China
- Mental Health Education Center, Huanghuai University, Zhumadian, China
| | - Shaoying Gong
- Key Laboratory of Human Development and Mental Health of Hubei Province, School of Psychology, Central China Normal University, Wuhan, China
| | - Yang Cao
- School of Health Humanities, Hubei Shizhen Laboratory, Hubei University of Chinese Medicine, Wuhan, China
| | - Yin Qiu
- Key Laboratory of Human Development and Mental Health of Hubei Province, School of Psychology, Central China Normal University, Wuhan, China
- Wuhan College, Wuhan, China
| | - Xizheng Xu
- Key Laboratory of Human Development and Mental Health of Hubei Province, School of Psychology, Central China Normal University, Wuhan, China
- Hunan Police Academy, Changsha, China
| | - Yanqing Wang
- Key Laboratory of Human Development and Mental Health of Hubei Province, School of Psychology, Central China Normal University, Wuhan, China
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Wang K, Wu Y, Kang X. Investigating latent mean differences in achievement emotions among Chinese secondary EFL learners: A gender and grade perspective. PLoS One 2024; 19:e0303965. [PMID: 38820466 PMCID: PMC11142686 DOI: 10.1371/journal.pone.0303965] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2023] [Accepted: 05/04/2024] [Indexed: 06/02/2024] Open
Abstract
The control-value theory (CVT) of achievement emotions posits that achievement emotions are significantly associated with the key indicators of academic outcomes, including academic motivation, engagement, and performance. Existing studies have tested the theoretical hypothesis of the CVT in a variety of cultures, disciplines, and samples. However, evidence is limited for whether there are gender and grade differences in achievement emotions, especially in the context of English as a Foreign Language (EFL). 1,460 Chinese secondary school students (male N = 671; female N = 789; seventh-graders N = 731; eighth-graders N = 729) took part in the study. Confirmatory factor analyses and multi-group analyses were conducted to explore the possible gender and grade differences in EFL-related achievement emotions. Results indicated that there are gender or grade differences in EFL-related enjoyment, anxiety, and boredom, while hope and pride did not. Both limitations and implications are discussed.
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Affiliation(s)
- Kunbang Wang
- School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, China
| | - Yajun Wu
- School of Humanities and Education, Foshan University, Foshan, China
| | - Xia Kang
- School of Mathematics and Information Science, Guangzhou University, Guangzhou, China
- Faculty of Education, the University of Hong Kong, Hong Kong, China
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Gellisch M, Morosan-Puopolo G, Brand-Saberi B, Schäfer T. Adapting to new challenges in medical education: a three-step digitization approach for blended learning. BMC MEDICAL EDUCATION 2024; 24:585. [PMID: 38807088 PMCID: PMC11134748 DOI: 10.1186/s12909-024-05503-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2024] [Accepted: 05/02/2024] [Indexed: 05/30/2024]
Abstract
This research work focuses on evaluating the development of our three-step digitization approach, designed to transform traditional lectures into engaging digital learning experiences. Aimed at offering an easy-to-use solution for educators, this approach addresses the pressing challenges of modern educational environments by enhancing accessibility, engagement, and effectiveness of learning through digital means.Quantitative analysis demonstrated a notable increase in knowledge gain for students engaged with the digital format (t(230) = -2.795, p = 0.006) over traditional methods. Additionally, it was observed that the online setting significantly improved concentration levels (t(230) = -5.801, p < .001) and reduced distractions (t(230) = 2.848, p = 0.005). Emotional assessments, based on the Achievement Emotions Questionnaire (AEQ), indicated an elevation in enjoyment (t(230) = -4.717, p < .001) and a reduction in anxiety (t(230) = 9.446, p < .001) within the digital learning environment. A substantial preference for the digital course format was expressed by 61.0% of participants, with 71.4% acknowledging its superior efficiency compared to 14.3% for traditional lectures.Qualitative feedback underscored the digital format's flexibility, comprehensive learning experience, and immediate feedback as key benefits. Nevertheless, nuances such as a preferred understanding in face-to-face interactions and the absence of a social component in digital settings were noted.To conclude, the findings from this study illuminate the significant advantages of the three-step digitization approach in meeting contemporary educational challenges. By facilitating an enhanced knowledge acquisition and fostering a supportive emotional climate, this approach signifies a promising direction for the future of medical education and beyond, fusing the convenience of digital solutions with the depth and engagement of traditional learning methodologies.
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Affiliation(s)
- Morris Gellisch
- Center for Medical Education, Ruhr-University Bochum, 44801, Bochum, Germany.
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801, Bochum, Germany.
| | - Gabriela Morosan-Puopolo
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801, Bochum, Germany
| | - Beate Brand-Saberi
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801, Bochum, Germany
| | - Thorsten Schäfer
- Center for Medical Education, Ruhr-University Bochum, 44801, Bochum, Germany
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Frumos FV, Leonte R, Candel OS, Ciochină-Carasevici L, Ghiaţău R, Onu C. The relationship between university students' goal orientation and academic achievement. The mediating role of motivational components and the moderating role of achievement emotions. Front Psychol 2024; 14:1296346. [PMID: 38322493 PMCID: PMC10844555 DOI: 10.3389/fpsyg.2023.1296346] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2023] [Accepted: 12/28/2023] [Indexed: 02/08/2024] Open
Abstract
The present study aims to expand the understanding of the role played by achievement emotions in the learning process and academic achievement of university students. We investigated how achievement emotions moderate the direct and indirect associations between mastery and performance goal orientation and academic achievement. Also, we used as mediators the motivational components from Pintrich and De Groot's theoretical framework of motivation and learning strategies. 274 Romanian university students (Mage = 20.23, 84.7% women) participated in the study. Moderated mediation analyses indicated that self-efficacy was the only significant mediator, and this relationship was moderated by hope, pride and hopelessness. In addition, the links between mastery and performance approach goals and motivational components are stronger when the positive emotions are higher and the negative ones are lower. Mastery avoidance goals were linked with high scores of motivational components at higher levels of negative and lower levels of positive achievement emotions, whereas the association of avoidance goals with motivational components was moderated by two positive emotions (pride and enjoyment). The patterns derived from the moderating role of achievement emotions in the relationships between goal orientation, motivational components and academic achievement, alongside several inconsistent results and implications in theory and education, are discussed.
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Affiliation(s)
| | - Roxana Leonte
- Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University, Iaşi, Romania
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Lundell Rudberg S, Sormunen T, Scheja M, Lachmann H, Westerbotn M. Nursing students experienced academic emotions during education - a longitudinal descriptive study from a nursing bachelor's program in Sweden. BMC Nurs 2024; 23:52. [PMID: 38238730 PMCID: PMC10795204 DOI: 10.1186/s12912-024-01729-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Accepted: 01/11/2024] [Indexed: 01/22/2024] Open
Abstract
AIM To explore nursing students' academic emotions during ongoing learning activities focusing on perceived challenge and competence. BACKGROUND Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students' ongoing emotions in the occurring contexts. DESIGN A longitudinal descriptive study. METHODS By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified. RESULTS Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students' positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge. CONCLUSION Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students' clinical development.
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Affiliation(s)
- Susanne Lundell Rudberg
- Department of Learning, Informatics, Management and Ethics, Karolinska University, Stockholm, 171 77, Sweden.
- Department of Health Promoting Science, Sophiahemmet University, P. O. Box 5605, Stockholm, 114 86, Sweden.
| | - Taina Sormunen
- Department of Health Promoting Science, Sophiahemmet University, P. O. Box 5605, Stockholm, 114 86, Sweden
| | - Max Scheja
- Department of Education of Stockholm University, Stockholm, 106 91, Sweden
| | - Hanna Lachmann
- Department of Learning, Informatics, Management and Ethics, Karolinska University, Stockholm, 171 77, Sweden
| | - Margareta Westerbotn
- Department of Nursing Science, Sophiahemmet University, P. O. Box 5605, Stockholm, 114 86, Sweden
- Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, 118 83, Sweden
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Wang Z, Zheng B. Achievement Emotions of Medical Students: Do They Predict Self-regulated Learning and Burnout in an Online Learning Environment? MEDICAL EDUCATION ONLINE 2023; 28:2226888. [PMID: 38010525 PMCID: PMC10294759 DOI: 10.1080/10872981.2023.2226888] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2023] [Revised: 06/13/2023] [Accepted: 06/13/2023] [Indexed: 09/22/2023]
Abstract
BACKGROUND Achievement emotions have been proven as important indicators of students' academic performance in traditional classrooms and beyond. In the online learning contexts, previous studies have indicated that achievement emotions would affect students' adoption of self-regulated learning strategies and further predict their learning outcomes. However, the pathway regarding how different positive and negative achievement emotions might affect students' burnout through self-regulated learning among medical students in online learning environments remains unclear. In this study, the aim is to investigate how achievement emotions and self-regulated learning predict burnout among medical students in online education. METHODS This study involved 282 medical students who had attended online courses due to the sudden shift of learning mode caused by the COVID-19 pandemic in 2022. Confirmatory factor analysis was performed to examine the hypothesized factor structure, and structural equation modelling was conducted to test the hypothesized relationships among factors. RESULTS The results of structural equation modelling revealed that medical students' self-efficacy positively predicted their enjoyment (β = .57) and online self-regulated learning (β = .54). Learning-related boredom inhibited students' adoption of online self-regulated learning strategies (β = -.24), and it was positively associated with their burnout (β = .54). Learning-related anxiety was a positive predictor of online self-regulated learning (β = .38). DISCUSSIONS The results of this study suggest that achievement emotions experienced by medical students had a significant impact on their online self-regulated learning and burnout. Specifically, the experience of learning-related boredom was detrimental to the adoption of self-regulated learning strategies and increased the likelihood of burnout. However, learning-related anxiety, despite being a negative achievement emotion, was positively associated with students' online self-regulated learning. These findings have important implications for online teaching and learning, particularly in the post-pandemic era.
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Affiliation(s)
- Zilu Wang
- Faculty of Medicine, The University of Hong Kong, HKSAR, China
| | - Binbin Zheng
- Faculty of Medicine, The University of Hong Kong, HKSAR, China
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Kassaw C, Demareva V. Determinants of academic achievement among higher education student found in low resource setting, A systematic review. PLoS One 2023; 18:e0294585. [PMID: 37983225 PMCID: PMC10659171 DOI: 10.1371/journal.pone.0294585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2023] Open
Abstract
BACKGROUND Academic success is a measure of students' ability to attain their educational objectives, often assessed through regular evaluations or examinations. To establish effective policies and programs that align with academic accomplishments, conducting comprehensive data analysis is pivotal. Hence, this systematic review aimed to synthesize the factors impeding the academic achievements of Ethiopian students in higher education. METHODS A comprehensive review was conducted on studies involving Ethiopian university students from 2013 to 2022. The review encompassed 24 papers that were gathered from different databases like PubMed, Google Scholar, African Journals Online, Scopus, and Web of Science. RESULTS The findings of this research revealed that inadequate classroom environments, experiencing dysmenorrhea, and engaging in excessive social media usage were all linked to a decline in academic performance. Conversely, adopting healthy sleep habits, achieving high scores in entrance exams, and avoiding recent substance abuse were all factors positively influencing academic success. In addition, there was a positive correlation between academic excellence and being a health science college student and age range of 20 to 24 years old. CONCLUSION To enhance academic performance, it is crucial to address the negative factors identified, such as inadequate classroom environments, dysmenorrhea, and excessive social media usage, while promoting positive factors like healthy sleep habits, high scores in exams, and avoiding substance abuse. Additionally, being a health science college student and belonging to the age range of 20 to 24 were found to be associated with academic excellence.
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Affiliation(s)
- Chalachew Kassaw
- Department of psychiatry, Dilla University, Dilla, Ethiopia
- Faculty of Social Sciences, Lobachevsky State, University of Nizhny Novgorod, Nizhny Novgorod, Russia
| | - Valeriia Demareva
- Department of Social Security and Humanitarian Technologies, Nizhny Novgorod State University, Nizhniy Novgorod, Russia
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8
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Zeng Y, Zhang W, Wei J, Zhang W. The association between online class-related enjoyment and academic achievement of college students: a multi-chain mediating model. BMC Psychol 2023; 11:349. [PMID: 37865775 PMCID: PMC10589956 DOI: 10.1186/s40359-023-01390-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Accepted: 10/11/2023] [Indexed: 10/23/2023] Open
Abstract
BACKGROUND Based on the control-value theory of achievement emotion and self-determination motivation theory, this study attempted to examine the multi-chain mediating relationships among online class-related enjoyment, school motivation, learning engagement and academic achievement. METHODS This is an empirical study based on cross-sectional data. Online class-related enjoyment is the independent variable, academic achievement is the dependent variable, and school motivation and learning engagement are the mediating variables. Sample data were collected from 1294 Chinese college students, and SPSS macro program PROCESS 3.3 was used for data analysis. RESULTS The present study confirmed that students' online class-related enjoyment has a significant positive correlation with academic achievement. And there is a positive correlation between college students' school motivation with learning engagement and college students' learning engagement with academic achievement. In addition, online class-related enjoyment affects academic achievement through the chain mediating effect of school motivation and learning engagement. CONCLUSIONS Our study indicated that online class-related enjoyment has a significant impact on academic achievement. Both of these factors should be considered when determining the optimal multi-chain mediating model for Online Class-related Enjoyment and Academic Achievement of college students.
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Affiliation(s)
- Youlai Zeng
- School of Education, Liaoning Normal University, 850 Huanghe Road, Dalian, 116029, People's Republic of China
| | - Wenting Zhang
- School of Education, Liaoning Normal University, 850 Huanghe Road, Dalian, 116029, People's Republic of China
| | - Jiaxin Wei
- School of Education, Liaoning Normal University, 850 Huanghe Road, Dalian, 116029, People's Republic of China
| | - Wen Zhang
- School of Education, Liaoning Normal University, 850 Huanghe Road, Dalian, 116029, People's Republic of China.
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9
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Liu ZJ, Hu J, Tian Y, Xi YT. "Have to do" or "willing to do": Examining the relationship between self-control and academic emotions using experience sampling method. Heliyon 2023; 9:e20598. [PMID: 37817993 PMCID: PMC10560780 DOI: 10.1016/j.heliyon.2023.e20598] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2023] [Revised: 09/26/2023] [Accepted: 09/29/2023] [Indexed: 10/12/2023] Open
Abstract
The purpose of this study was to examine the antecedents of academic emotions among university students through real-time and multilevel analyses. We explored the link between state self-control and academic emotions, the influence of self-determination on the relationship between them, and the moderating role of trait self-control. The data was collected over seven consecutive days during which university students (N = 155) completed smartphone questionnaires. Data was organized into hierarchical two-level structures, where situations (Level 1) nested within individuals (Level 2). The results showed that positive emotions were negatively predicted by state self-control while negative emotions were positively predicted by state self-control. Moreover, state self-control under low self-determination was a significant negative predictor of positive emotions, whereas high self-determination had no predictive effect on positive emotions. The relationship between self-determination and negative emotions was further moderated by trait self-control. The limitations of this study and future research directions are also discussed.
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Affiliation(s)
- Zhong-Jian Liu
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China
- School of Psychology, Central China Normal University, Wuhan 430079, China
| | - Jun Hu
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China
- School of Foreign Language, Hubei University of Technology Engineering and Technology College, China
| | - Yuan Tian
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China
- School of Psychology, Central China Normal University, Wuhan 430079, China
| | - Yu-Ting Xi
- China University of Petroleum-Beijing at Karamay, China
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10
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Brumariu LE, Waslin SM, Gastelle M, Kochendorfer LB, Kerns KA. Anxiety, academic achievement, and academic self-concept: Meta-analytic syntheses of their relations across developmental periods. Dev Psychopathol 2023; 35:1597-1613. [PMID: 35491696 DOI: 10.1017/s0954579422000323] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
This systematic review examined how anxiety symptoms and anxiety disorders relate to academic achievement, school dropout, and academic self-concept. Studies with children or adult samples were included in seven meta-analyses (ks for number of samples ranged from 5 to 156; N's for participants ranged from 780 to 37, 203). Results revealed significant but very small effect sizes for the relations between anxiety and overall academic achievement (r = -.06), language achievement (r = -.07), and math achievement (r = -.09), and a nonsignificant effect size for science achievement (r = -.01). Participants with greater anxiety were also significantly more likely to not complete high school (r = .11). They also had a poorer overall academic self-concept (r = -.25) and mathematics self-concept (r = -.30). Few methodological moderators (e.g., study design, age) were significant. Results show that anxiety does not strongly hinder academic achievement, but it is an important correlate of dropout and academic self-concept, which in turn could contribute to poorer life outcomes. Interventions and preventive programs need to consider ways to ameliorate the relations of anxiety with academic outcomes, especially school continuation and academic self-concept. Future studies should identify risk factors that may amplify these relations.
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Affiliation(s)
- Laura E Brumariu
- Gordon F. Derner School of Psychology, Adelphi University, Garden City, NY, USA
| | - Stephanie M Waslin
- Gordon F. Derner School of Psychology, Adelphi University, Garden City, NY, USA
| | - Marissa Gastelle
- Department of Psychological Sciences, Kent State University, Kent, OH, USA
| | | | - Kathryn A Kerns
- Department of Psychological Sciences, Kent State University, Kent, OH, USA
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11
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Wen FH, Wu T, Hsu WC. Toward improving student motivation and performance in introductory programming learning by Scratch: The role of achievement emotions. Sci Prog 2023; 106:368504231205985. [PMID: 37844880 PMCID: PMC10600874 DOI: 10.1177/00368504231205985] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2023]
Abstract
This study investigated the differences in programming novices' intrinsic motivation and performance within a Scratch-based programming learning environment using a pretest-posttest intervention design. Specifically, this study aimed to examine what and how achievement emotions were aroused to impact learners' academic success during Scratch implementation processes by employing regression analyses. One hundred and seventy-two undergraduates (Mage = 20.44, SDage = 1.09, 55.8% female) were voluntarily recruited to participate in a Scratch-based instruction workshop during a 6-week period. The workshop was structured with regard to preparation, Scratch-based programming learning and projects, and assessment activities and questionnaire implemented both before the instructional period and after the workshop. The results suggested that the Scratch-based intervention significantly increased students' overall motivation and examination performance. Concerning achievement emotions, the outcome emotion of hopelessness first negatively predicted students' motivation and performance. Anxiety then replaced hopelessness as a negative predictor, while enjoyment was the strongest predictor of motives and performance. Taking eight emotions together, the arousal of activity and outcome emotions within visual programming environments facilitated students' emotion dynamics that impacted motivation and performance. The discussion and contributions concerning the mechanism behind the effectiveness of visualization and the emotion-performance relationship are presented herein.
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Affiliation(s)
- Fu-Hsiang Wen
- Department of Management, Air Force Institute of
Technology, Kaohsiung, Taiwan
- PhD Program in Engineering Science and Technology College of
Engineering, National Kaohsiung University of Science
and Technology, Kaohsiung, Taiwan
| | - Tienhua Wu
- Department of Management, Air Force Institute of
Technology, Kaohsiung, Taiwan
| | - Wei-Chih Hsu
- Department of Computer and Communication Engineering, National Kaohsiung University of Science
and Technology, Kaohsiung, Taiwan
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12
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Ahn BT, Maurice-Ventouris M, Bilgic E, Yang A, Lau CHH, Peters H, Li K, Chang-Ou D, Harley JM. A scoping review of emotions and related constructs in simulation-based education research articles. Adv Simul (Lond) 2023; 8:22. [PMID: 37717029 PMCID: PMC10505334 DOI: 10.1186/s41077-023-00258-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 07/17/2023] [Indexed: 09/18/2023] Open
Abstract
BACKGROUND While acknowledgement of emotions' importance in simulation-based education is emerging, there are concerns regarding how education researchers understand the concept of emotions for them to deliberately incorporate emotionally charged scenarios into simulation-based education. This concern is highlighted especially in the context of medical education often lacking strong theoretical integration. To map out how current simulation-based education literature conceptualises emotion, we conducted a scoping review on how emotions and closely related constructs (e.g. stress, and emotional intelligence) are conceptualised in simulation-based education articles that feature medical students, residents, and fellows. METHODS The scoping review was based on articles published in the last decade identified through database searches (EMBASE and Medline) and hand-searched articles. Data extraction included the constructs featured in the articles, their definitions, instruments used, and the types of emotions captured. Only empirical articles were included (e.g. no review or opinion articles). Data were charted via descriptive analyses. RESULTS A total of 141 articles were reviewed. Stress was featured in 88 of the articles, while emotions and emotional intelligence were highlighted in 45 and 34 articles respectively. Conceptualisations of emotions lacked integration of theory. Measurements of emotions mostly relied on self-reports while stress was often measured via physiological and self-report measurements. Negative emotions such as anxiety were sometimes seen as interchangeable with the term stress. No inferences were made about specific emotions of participants from their emotional intelligence. CONCLUSIONS Our scoping review illustrates that learners in simulation-based education are most often anxious and fearful. However, this is partially due to medical education prioritising measuring negative emotions. Further theoretical integration when examining emotions and stress may help broaden the scope towards other kinds of emotions and better conceptualisations of their impact. We call for simulation education researchers to reflect on how they understand emotions, and whether their understanding may neglect any specific aspect of affective experiences their simulation participants may have.
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Affiliation(s)
| | | | - Elif Bilgic
- Department of Surgery, McGill University, Montreal, Canada
- Department of Pediatrics, McMaster University, Hamilton, Canada
- McMaster Education Research Innovation and Theory (MERIT) program, Hamilton, Canada
| | - Alison Yang
- Department of Surgery, McGill University, Montreal, Canada
| | | | - Hannah Peters
- Department of Surgery, McGill University, Montreal, Canada
| | - Kexin Li
- Department of Surgery, McGill University, Montreal, Canada
| | | | - Jason M Harley
- Department of Surgery, McGill University, Montreal, Canada.
- Research Institute of the McGill University Health Centre, Montreal, Canada.
- Institute for Health Sciences Education, McGill University, Montreal, Canada.
- Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal, Canada.
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13
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Gellisch M, Schäfer T, Yahya I, Joswig M, Cheng X, Morosan-Puopolo G, Brand-Saberi B. Rethinking Learning Experience: How Generally Perceived Life Stress Influences Students' Course Perceptions in Different Learning Environments. Eur J Investig Health Psychol Educ 2023; 13:1491-1504. [PMID: 37623306 PMCID: PMC10453246 DOI: 10.3390/ejihpe13080109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Revised: 08/01/2023] [Accepted: 08/10/2023] [Indexed: 08/26/2023] Open
Abstract
Previous research work has already demonstrated that both the form of teaching as well as different teaching methods directly influence students' learning experience along with their psychobiological responses at the endocrine and autonomic level. Aiming to gain deeper insights into the constitution of the learning experience, this study examined the influence of external factors such as generally perceived life stress and self-efficacy on the immediate learning experience in different learning environments. Therefore, a randomized experimental field study was conducted in which both psychological constructs and physiological data (heart rate variability) were collected from healthy first-year medical students (n = 101) during the COVID-19 pandemic. In an effort to determine the consistency of the effects across various teaching formats, the same content of a practical histology course was carried out in a face-to-face setting as well as in passive and active online teaching. While self-efficacy was a strong predictor for positive course perceptions in all learning conditions (Pearson's r = 0.41-0.58), generally perceived worries correlated with higher anxiety during passive online learning and face-to-face learning (Pearson's r = 0.21-0.44), a finding supported by the negative correlation between the level of perceived life demands and enjoyment during the learning unit (Pearson's r = -0.40--0.43). Here, we additionally report initial evidence pointing towards the role of reduced general life stress as a resilience factor for the expression of physiological stress parameters in an academic context (small-sized effect; Pearson's r = 0.18). The data gathered in this study illustrate the relevance of emerging emotional manifestations-either aversive; negative effect or positive; protective effect-for the immediate learning process and thus establish a connection between medical education and the importance of mental health and wellbeing-especially discussed against the background of current social and political challenges in increasingly complex societal structures.
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Affiliation(s)
- Morris Gellisch
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801 Bochum, Germany
- Center for Digital Teaching and Learning in Medicine, Medical Faculty, Ruhr-University Bochum, 44801 Bochum, Germany
| | - Thorsten Schäfer
- Center for Digital Teaching and Learning in Medicine, Medical Faculty, Ruhr-University Bochum, 44801 Bochum, Germany
| | - Imadeldin Yahya
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801 Bochum, Germany
- Department of Anatomy, Faculty of Veterinary Medicine, University of Khartoum, Khartoum 11115, Sudan
| | - Matthias Joswig
- Center for Digital Teaching and Learning in Medicine, Medical Faculty, Ruhr-University Bochum, 44801 Bochum, Germany
| | - Xin Cheng
- Division of Histology and Embryology, Joint Laboratory for Embryonic Development & Prenatal Medicine, Medical College, Jinan University, Guangzhou 510632, China
| | - Gabriela Morosan-Puopolo
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801 Bochum, Germany
| | - Beate Brand-Saberi
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801 Bochum, Germany
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Urhahne D, Wijnia L. Theories of Motivation in Education: an Integrative Framework. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09767-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Abstract
AbstractSeveral major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory. To gain a deeper understanding of the similarities and differences among these prominent theories, we present an integrative framework based on an action model (Heckhausen & Heckhausen, 2018). The basic model is deliberately parsimonious, consisting of six stages of action: the situation, the self, the goal, the action, the outcome, and the consequences. Motivational constructs from each major theory are related to these determinants in the course of action, mainly revealing differences and to a lesser extent commonalities. In the integrative model, learning outcomes represent a typical indicator of goal-directed behavior. Associated recent meta-analyses demonstrate the empirical relationship between the motivational constructs of the six central theories and academic achievement. They provide evidence for the explanatory value of each theory for students’ learning.
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Lin S, Muenks K. Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their math motivation, behavior, and affect. APPLIED DEVELOPMENTAL SCIENCE 2023. [DOI: 10.1080/10888691.2023.2177163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/05/2023]
Affiliation(s)
| | - Katherine Muenks
- Department of Educational Psychology, The University of Texas at Austin
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16
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Koslouski JB, Stark K, Chafouleas SM, Riley-Tillman TC. Considering Equity of Evidence: Examining Teachers’ Justifications for Direct Behavior Rating Scale Scores. SCHOOL MENTAL HEALTH 2023. [DOI: 10.1007/s12310-023-09570-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/17/2023]
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17
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Vafeas M. Boredom in the Creative Studio. JOURNAL OF ADVERTISING 2023:1-9. [DOI: 10.1080/00913367.2023.2173683] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Revised: 12/22/2022] [Accepted: 01/05/2023] [Indexed: 09/02/2023]
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18
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Živković M, Pellizzoni S, Doz E, Cuder A, Mammarella I, Passolunghi MC. Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-023-09760-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
AbstractVarious studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with math enjoyment and math self-efficacy. Moreover, math anxiety was negatively associated with enjoyment in math and math self-efficacy, whereas math enjoyment was positively correlated with math self-efficacy. Hierarchical regression analysis showed a significant influence of math anxiety and math self-efficacy on math performance in fifth-grade students. Results are discussed in terms of a new perspective in emotional and motivational factors to train in school contexts.
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Schukajlow S, Rakoczy K, Pekrun R. Emotions and motivation in mathematics education: Where we are today and where we need to go. ZDM : THE INTERNATIONAL JOURNAL ON MATHEMATICS EDUCATION 2023; 55:249-267. [PMID: 36684477 PMCID: PMC9845103 DOI: 10.1007/s11858-022-01463-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/20/2022] [Indexed: 06/17/2023]
Abstract
Emotions and motivation are important for learning and achievement in mathematics. In this paper, we present an overview of research on students' emotions and motivation in mathematics. First, we briefly review how early research has developed into the current state-of-the-art and outline the following key characteristics of emotions and motivation: objects, valence, temporal stability (vs. variability), and situational specificity (vs. generality). Second, we summarize major theories in the field (the control-value theory of achievement emotions, expectancy-value theory of achievement-related motivation, self-determination theory of human motivation, and social-cognitive theory of self-efficacy). Third, we present an overview of instructional characteristics that have been shown to foster emotions and motivation. Fourth, we provide an overview of the contributions to the special issue on "Emotions and Motivation in Mathematics Education and Educational Psychology." Finally, we suggest directions for future research in the field with respect to advancing theory, improving measurement, and considering diversity and inclusion.
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Affiliation(s)
- S. Schukajlow
- Institute of Mathematics Education and Computer Science Education, University of Münster, Henriette-Son-Str. 19, 48149 Münster, Germany
| | - K. Rakoczy
- Department of Early Childhood and Teacher Education, University of Giessen, Karl-Glöckner-Str. 21B, 35394 Giessen, Germany
| | - R. Pekrun
- Department of Psychology, University of Essex, Wivenhoe Park, Colchester, CO4 3SQ UK
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia
- Department of Psychology, University of Munich, Munich, Germany
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20
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Bekker CI, Rothmann S, Kloppers MM. The happy learner: Effects of academic boredom, burnout, and engagement. Front Psychol 2023; 13:974486. [PMID: 36704676 PMCID: PMC9872023 DOI: 10.3389/fpsyg.2022.974486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Accepted: 11/23/2022] [Indexed: 01/12/2023] Open
Abstract
This study aimed to investigate the impact of demographic and contextual variables on boredom in English and mathematics, and to test structural models of boredom, learner burnout, learner engagement, and life satisfaction. Using a cross-sectional survey design and employing a convenience sampling technique, 544 secondary school learners in the Sedibeng District, Gauteng, South Africa, took part in the study. The participants completed the Achievement Emotions Questionnaire - English, the Achievement Emotions Questionnaire - Mathematics, the Schoolwork Engagement Inventory, the School Burnout Inventory, and the Satisfaction with Life Scale. Latent variable modeling was used to test measurement and structural models of boredom, burnout, engagement, and life satisfaction. The indirect effects of boredom on life satisfaction were also computed. The results showed that Afrikaans as the home language, the final mark for English in the previous examination, caregivers that cannot help with English homework, and disliking the English teacher predicted boredom in English. Afrikaans as the home language, marks for mathematics in the previous examination, not having the ability to focus on schoolwork at home, and disliking the mathematics teacher predicted boredom in mathematics. Boredom in mathematics and English resulted in an increase in learner burnout and a decrease in learner engagement. Furthermore, boredom in mathematics and English indirectly affected life satisfaction via learner burnout and engagement.
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Affiliation(s)
| | - Sebastiaan Rothmann
- Optentia Research Unit, North-West University, Vanderbijlpark, South Africa,*Correspondence: Sebastiaan Rothmann,
| | - Magdalena M. Kloppers
- Research Unit Self-directed Learning, North-West University, Potchefstroom, South Africa
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Kim EJ, Roh YS. Nursing students' achievement emotions in association with clinical practicums and alternative learning. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2022-0062. [PMID: 36693716 DOI: 10.1515/ijnes-2022-0062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 01/10/2023] [Indexed: 01/26/2023]
Abstract
OBJECTIVES This study aimed to identify and compare nursing students' achievement emotions associated with clinical practicums and alternative learning during the COVID-19 pandemic. METHODS This cross-sectional, descriptive study enrolled 236 nursing students. Participants completed a web-based, self-administered survey regarding achievement emotions. Wilcoxon signed-rank tests were used to calculate mean differences in achievement emotions associated with clinical practicums and alternative learning. RESULTS Nursing students who undertook e-learning reported higher negative achievement emotions than those who experienced other alternative learning modalities. Higher achievement emotions were associated with clinical practicums than with alternative learning. The most frequently reported negative emotions were anxiety associated with clinical practicums and boredom with alternative learning. CONCLUSIONS Nurse educators should design and implement supportive clinical learning experiences to engender productive achievement emotions. Implications for an international audience: Nurse educators should play roles in providing well-designed and supportive clinical learning environments to help nursing students regulate achievement emotions.
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Affiliation(s)
- Eun Jin Kim
- College of Nursing, Kyung-in Women's University, Incheon, Republic of Korea
| | - Young Sook Roh
- Red Cross College of Nursing, Chung-Ang University, Seoul, Republic of Korea
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22
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Xu Q, Chen S, Xu Y, Ma C. Detection and analysis of graduate students' academic emotions in the online academic forum based on text mining with a deep learning approach. Front Psychol 2023; 14:1107080. [PMID: 37151331 PMCID: PMC10157494 DOI: 10.3389/fpsyg.2023.1107080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Accepted: 04/05/2023] [Indexed: 05/09/2023] Open
Abstract
Purpose The possibility of mental illness caused by the academic emotions and academic pressure of graduate students has received widespread attention. Discovering hidden academic emotions by mining graduate students' speeches in social networks has strong practical significance for the mental state discovery of graduate students. Design/methodology/approach Through data collected from online academic forum, a text based BiGRU-Attention model was conducted to achieve academic emotion recognition and classification, and a keyword statistics and topic analysis was performed for topic discussion among graduate posts. Findings Female graduate students post more than male students, and graduates majoring in chemistry post the most. Using the BiGRU-Attention model to identify and classify academic emotions has a performance with precision, recall and F1 score of more than 95%, the category of PA (Positive Activating) has the best classification performance. Through the analysis of post topics and keywords, the academic emotions of graduates mainly come from academic pressure, interpersonal relationships and career related. Originality A BiGRU-Attention model based on deep learning method is proposed to combine classical academic emotion classification and categories to achieve a text academic emotion recognition method based on user generated content.
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Affiliation(s)
- Qiaoyun Xu
- Normal School, Jinhua Polytechnic, Jinhua, China
| | - Sijing Chen
- National Engineering Research Center for Educational Big Data, Central China Normal University, Wuhan, China
| | - Yan Xu
- School of Marxism, Shanghai University of Finance and Economics, Shanghai, China
| | - Chao Ma
- College of Economics and Management, Zhejiang Normal University, Jinhua, China
- Institute of Scientific and Technical Information of China, Beijing, Beijing, China
- *Correspondence: Chao Ma,
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23
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Martí-González M, Barrasa A, Belli S, Espinel J, Da Costa S, López-Granero C. Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic. Front Psychol 2022; 13:991574. [PMID: 36619088 PMCID: PMC9811814 DOI: 10.3389/fpsyg.2022.991574] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 11/18/2022] [Indexed: 12/24/2022] Open
Abstract
The teaching-learning process of reading and writing has great relevance in the psycho-emotional and socio-psychological development of school-age children. This is an exercise in which they develop imagination, attention and memory capacity and through this process the management of emotions and sensitivity and capacity of apprehension of reality. The crisis derived from the COVID-19 pandemic transformed reality in an unprecedented way in the recent history of humanity and the educational context was shaken by all these changes. With confinement, the teaching-learning process of reading and writing, which is designed to take place in person, had to be developed in a hybrid or online way, which was a major challenge for teachers and families and, of course, also for children who were in the process of learning. One of the aspects that was blurred in this context was the role of the teacher, which in this case is one of the most important elements, to achieve adequate learning of reading and writing. On one hand, the teacher is in charge of helping to manage the emotions derived from the learning process itself and, on the other hand, he is a key figure so that this is not only technical learning but also contributes to the child's socio-emotional development. The aim of this study was to analyze the impact of the socio-psychological changes that have occurred in the educational context since the COVID-19 pandemic on the emotions linked to the teaching process, learning of reading and writing through a systematic review of the studies carried out on the subject, in order to provide recommendations for face-to-face learning in the post-COVID-19 era. A systematic review strategy was devised and the literature search was conducted. The search was conducted using ERIC, Dialnet, Scopus, WoS, EBSCO, and Google Scholar databases. This systematic review took place during the month of May 2022. The results show that given the scarce presence of empirical studies on the subject, the objective has only been partially met. However, a systematic review of the studies carried out on the subject. For the identification of recommendations in the development of face-to-face learning in the post-covid era, it has been possible to identify some ideas of interest for future curricular designs in primary school students who are immersed in learning to read and write.
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Affiliation(s)
- Mariacarla Martí-González
- Department of Education, University of Cantabria, Santander, Spain,Department of Psychology, University of Zaragoza, Zaragoza, Spain
| | - Angel Barrasa
- Department of Psychology, University of Zaragoza, Zaragoza, Spain
| | - Simone Belli
- Department of Social Anthropology and Social Psychology, Complutense University of Madrid, Madrid, Spain
| | - Johana Espinel
- Department of Psychology, State University of Milagro, Milagro, Ecuador
| | - Silvia Da Costa
- Department of Psychology, University of Zaragoza, Zaragoza, Spain
| | - Caridad López-Granero
- Department of Psychology, University of Zaragoza, Zaragoza, Spain,*Correspondence: Caridad López-Granero,
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Affective-Motivational Effects of Performance Feedback in Computer-Based Assessment: Does Error Message Complexity Matter? CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
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25
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A machine learning prediction of academic performance of secondary school students using radial basis function neural network. Trends Neurosci Educ 2022; 29:100190. [PMID: 36470618 DOI: 10.1016/j.tine.2022.100190] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2022] [Revised: 09/20/2022] [Accepted: 09/20/2022] [Indexed: 01/13/2023]
Abstract
BACKGROUND Predictive models for academic performance forecasting have been a useful tool in the improvement of the administrative, counseling and instructional personnel of academic institutions. AIM The aim of this work is to develop a Radial Basis Function Neural Network for prediction of students' performance using their past academic records as well as their cognitive and psychomotor abilities. METHODS We obtained data from a secondary school repository containing academic, cognitive and psychomotor scores of the students. The preprocessed dataset was used to train the RBFNN model. The impact of Principal Component Analysis on the model performance was also measured. RESULTS The results gave a sensitivity (pass prediction) of 93.49%, specificity (failure prediction) of 75%, overall accuracy of 86.59% and an AUC score (aggregate measure of performance across the possible classification thresholds) of 94%. CONCLUSION We established in this study that psychomotor and cognitive abilities also predict students' performance. This study helps students, parents and teachers to get a projection of academic success even before sitting for the examination.
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Kärchner H, Trautner M, Willeke S, Schwinger M. How Handheld Use is Connected to Learning-related Factors and Academic Achievement: Meta-analysis and Research Synthesis. COMPUTERS AND EDUCATION OPEN 2022. [DOI: 10.1016/j.caeo.2022.100116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
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Bieleke M, Goetz T, Yanagida T, Botes E, Frenzel AC, Pekrun R. Measuring emotions in mathematics: the Achievement Emotions Questionnaire-Mathematics (AEQ-M). ZDM : THE INTERNATIONAL JOURNAL ON MATHEMATICS EDUCATION 2022; 55:269-284. [PMID: 36320409 PMCID: PMC9607838 DOI: 10.1007/s11858-022-01425-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/16/2022] [Indexed: 06/16/2023]
Abstract
Understanding the structure, antecedents, and outcomes of students' emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire-Mathematics (AEQ-M), a self-report instrument assessing students' mathematics-related emotions. The AEQ-M measures seven emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across class, learning, and test contexts (internal structure). Based on control-value theory, it is assumed that these emotions are evoked by control and value appraisals, and that they influence students' motivation, learning strategies, and performance (external relations). Despite the popularity and frequent use of the AEQ-M, the research leading to its development has never been published, creating uncertainty about the validity of the proposed internal structure and external relations. We close this gap in Study 1 (N = 781 students, Grades 5-10, mean age 14.1 years, 53.5% female) by demonstrating that emotions are organized across contexts and linked to their proposed antecedents and outcomes. Study 2 (N = 699 students, Grade 7 and 9, mean age 14.0 years, 56.9% female) addresses another deficit in research on the AEQ-M, the lack of evidence regarding the assumption that emotions represent sets of interrelated affective, cognitive, motivational, and physiological/expressive components. We close this gap by evaluating extended AEQ-M scales, systematically assessing these components for five core mathematics emotions (enjoyment, anger, anxiety, hopelessness, boredom). Our work provides solid grounds for future research using the AEQ-M to assess emotions and their components in the domain of mathematics.
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Affiliation(s)
- Maik Bieleke
- Department of Sport Science, University of Konstanz, 78457 Konstanz, Germany
| | - Thomas Goetz
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Takuya Yanagida
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Elouise Botes
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Anne C. Frenzel
- Department of Psychology, Ludwig-Maximilians Universität München, Munich, Germany
| | - Reinhard Pekrun
- Department of Psychology, Ludwig-Maximilians Universität München, Munich, Germany
- Department of Psychology, University of Essex, Colchester, UK
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia
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Usán P, Salavera C, Quílez-Robres A, Lozano-Blasco R. Behaviour Patterns between Academic Motivation, Burnout and Academic Performance in Primary School Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12663. [PMID: 36231963 PMCID: PMC9566615 DOI: 10.3390/ijerph191912663] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 09/24/2022] [Accepted: 09/26/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The final years of primary school (early adolescence) are regarded as key for the academic and personal development of students. This study aims to analyze the relationship between academic motivation, academic burnout, and academic performance, differentiating between adaptive and non-adaptive patterns according to the results of the three constructs studied. METHODS The sample comprised 398 students, both male (N = 224; 56.28%) and female (N = 174; 43.71%) with ages ranging from 11 to 13 years (M = 11.49; DT = 0.52). The instruments used were the Maslach Burnout Inventory-Student Survey (MBI-SS) and the Academic Motivation Scale (AMS), as well as academic marks as a measure of performance. RESULTS The results revealed significant correlations between the three constructs under study, the variables that can be used to predict academic performance, and both adaptive and non-adaptive behavior patterns. CONCLUSIONS The importance of motivation, burnout, and academic performance in primary education is manifested, whose interrelation can give rise to adaptive behaviors based on high school motivation away from academic burnout that leads to a higher academic performance in students.
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Affiliation(s)
- Pablo Usán
- Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
| | - Carlos Salavera
- Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
| | - Alberto Quílez-Robres
- Department of Educational Sciences, Faculty of Humanities and Science Education, University of Zaragoza, 50001 Zaragoza, Spain
| | - Raquel Lozano-Blasco
- Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
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Nyroos M, Korhonen J, Mononen R. Editorial: Cognitive and affective factors in relations to learning. Front Psychol 2022; 13:1037332. [PMID: 36248555 PMCID: PMC9558735 DOI: 10.3389/fpsyg.2022.1037332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Accepted: 09/13/2022] [Indexed: 11/20/2022] Open
Affiliation(s)
- Mikaela Nyroos
- Department of Education, Umeå University, Umeå, Sweden
- *Correspondence: Mikaela Nyroos
| | - Johan Korhonen
- Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
| | - Riikka Mononen
- Teachers, Teaching, and Educational Communities, University of Oulu, Oulu, Finland
- Department of Special Needs Education, University of Oslo, Oslo, Norway
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Karagiannopoulou E, Desatnik A, Rentzios C, Ntritsos G. The exploration of a ‘model’ for understanding the contribution of emotion regulation to students learning. The role of academic emotions and sense of coherence. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03722-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
AbstractThe present study is exploring a pathway connecting emotion regulation with academic progress. Specifically, the pattern through which emotion regulation is implicated in learning and academic progress through academic emotions and sense of coherence. This cross-sectional study involves of 406 undergraduate social science students recruited from a university in western Greece. Participants anonymously and voluntarily completed a number of self-report measures. The Emotion Regulation Questionnaire, the Sense of Coherence Scale, the Student Experience of Emotions Inventory and the Approaches to Learning and Studying Inventory, were used to measure emotion regulation, sense of coherence, academic emotional experiences and approaches to learning, respectively. Α four-stage model was tested with structural equation modelling techniques. In particular, the model examined associations between emotion regulation, sense of coherence, academic emotions, approaches to learning and academic progress. The analysis revealed pathways through which these associations appear to be maintained and driven by emotion regulation. Emotion regulation is associated with students’ academic emotions that in turn are linked with approaches to learning and academic progress. Both positive and negative emotions appear to play a role in enabling an adaptive approach to learning. Moreover, sense of coherence may serve as an important meta-cognitive factor enabling students to approach the learning process more effectively. The findings are discussed in the light of the recent literature.
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31
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Wu R, Yu Z. Exploring the effects of achievement emotions on online learning outcomes: A systematic review. Front Psychol 2022; 13:977931. [PMID: 36160514 PMCID: PMC9505900 DOI: 10.3389/fpsyg.2022.977931] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Accepted: 08/16/2022] [Indexed: 12/01/2022] Open
Abstract
Recently, achievement emotions have attracted much scholarly attention since these emotions could play a pivotal role in online learning outcomes. Despite the importance of achievement emotions in online education, very few studies have been committed to a systematic review of their effects on online learning outcomes. This study aimed to systematically review studies examining the effects of achievement emotions on online learning outcomes in terms of motivation, performance, satisfaction, engagement, and achievement. According to the selection process of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) principles, a total of 23 publications were included in this review. It was concluded that positive achievement emotions, such as enjoyment, pride, and relaxation, could generally exert a positive effect on online learning motivation, performance, engagement, satisfaction, and achievement. It should be noted that excessive positive emotions might be detrimental to online learning outcomes. On the other hand, it has been difficult to determine the effects of negative achievement emotions on online learning outcomes because of disagreement on the effects of negative achievement emotions. In order to improve online learners' learning outcomes, instructors should implement interventions that help online learners control and regulate their achievement emotions. Teaching interventions, technological interventions, and treatment interventions could benefit online learners emotionally and academically. Future studies could examine the moderating roles of contextual factors and individual variables in the effects of achievement emotions on online learning outcomes.
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Emotionales Erleben von Schüler*innen in Jahrgangsstufe 4 unter dem Einfluss der Covid-19-Pandemie im Schuljahr 2019/2020. ZEITSCHRIFT FÜR GRUNDSCHULFORSCHUNG 2022. [PMCID: PMC9208257 DOI: 10.1007/s42278-022-00151-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Bisherige empirische Befunde belegen, dass Lern- und Leistungsemotionen in Wechselwirkung mit Schulleistungen stehen und von situativen und individuellen Faktoren beeinflusst werden. In Jahrgangsstufe 4 ist dabei vor allem der nahende Übertritt in eine weiterführende Schule mit den damit verbundenen schuljahresspezifischen Ereignissen, beispielsweise der Zwischeninformation oder dem Übertrittszeugnis, von Bedeutung – im Schuljahr 2019/2020 kam der Covid-19-bedingte Lockdown mit dem damit verbundenen Distanzlernen hinzu. Im Beitrag wird der Frage nachgegangen, wie sich das emotionale Erleben vom Ende der 3. bis zum Ende der 4. Jahrgangsstufe in Abhängigkeit schuljahresspezifischer sowie individueller Faktoren entwickelt. Dazu wurden in einer längsschnittlichen Fragebogenstudie 225 Schüler*innen in Bayern zu ihren fachbezogenen Emotionen sowie bzgl. des bevorstehenden Übertritts befragt. Es zeigt sich, dass die Schüler*innen insgesamt eher günstige Emotionen erleben. Das Distanzlernen geht mit signifikanten Veränderungen im emotionalen Erleben einher. Hinsichtlich individueller Einflussfaktoren erweisen sich insbesondere die Schulleistung, teilweise auch Geschlecht und Migrationshintergrund, als bedeutsam für das emotionale Erleben. Die Ergebnisse werden diskutiert und weitere Forschungsdesiderata aufgezeigt.
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Trajectories of scholastic well-being: The effect of achievement emotions and instructional quality in the first year of secondary school (fifth grade). SOCIAL PSYCHOLOGY OF EDUCATION 2022; 25:1051-1070. [PMID: 36061491 PMCID: PMC9425806 DOI: 10.1007/s11218-022-09726-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Accepted: 08/16/2022] [Indexed: 10/28/2022]
Abstract
AbstractDue to their connections with positive educational outcomes, the maintenance of good health and scholastic well-being are highly relevant topics. However, to date, no studies have investigated developmental changes in scholastic well-being in the light of achievement emotions and instructional quality—although these predictors offer good approaches for intervention. A sample of N = 667 (age: M = 10.16; SD = 0.46; 81.7% female) students was questioned three times over one year, from the beginning of their fifth grade into sixth grade, using reliable questionnaires. The results of multilevel linear growth curve modelling calculations show that a decrease in scholastic well-being during the fifth grade was induced by changes in the predictors (achievement emotions and instructional quality). Since the highest effects are evident regarding achievement emotions, support programs should focus on facilitating these aspects in secondary school children.
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O’Neal CR, Meyering K, Babaturk L, Gosnell N, Weinberg H. The moderating role of emotional engagement on the relation of anger regulation with later achievement in elementary school. SCHOOL PSYCHOLOGY INTERNATIONAL 2022. [DOI: 10.1177/01430343221116297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The objective of this study was to understand if and for whom anger regulation relates to later reading and math achievement. The sample included 267 upper elementary school students from two schools (5% Asian, 10% Black, 6% Latinx, 17% Multiethnic/Other, and 62% White; 36% dual language learner; 60% female; average age = 9.7 years). Self-reported anger regulation and self- and teacher-reported emotional engagement were assessed. Then, reading and math standardized achievement were tested by the schools approximately three months later. Latent variable path analyzes suggested that withdrawal when experiencing anger (“anger withdraw”) had a significant, positive relation with later reading and math achievement outcomes, when controlling for other anger regulation strategies and demographics. Latent student- and teacher-reported emotional engagement moderated the relation of anger withdraw with later reading achievement. Discussion centers on anger regulation, moderation, and implications of anger regulation for school psychologists.
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Malleability beliefs shape mathematics-related achievement emotions: The mediating role of emotion regulation in primary school children. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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36
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Ho YJ, Hong JC, Ye JH, Chen PH, Ma LP, Chang Lee YJ. Effects of Helicopter Parenting on Tutoring Engagement and Continued Attendance at Cram Schools. Front Psychol 2022; 13:880894. [PMID: 35496143 PMCID: PMC9045585 DOI: 10.3389/fpsyg.2022.880894] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Accepted: 03/11/2022] [Indexed: 11/30/2022] Open
Abstract
Attending cram school has long been a trend in ethnic Chinese culture areas, including Taiwan. Despite the fact that school reform policies have been implemented in Taiwan, cram schools have continued to prosper. Therefore, in this educational culture, how to achieve a good educational effect is also a topic worthy of discussion. However, whether students really engage in those tutoring programs provided by cram schools has seldom been studied. To address this gap, this study explored how parents’ hovering attitude toward life and coursework influences their children’s engagement in cram schools. This study targeted those students who attend English cram schools to test the correlates between two types of helicopter parenting, tutoring engagement and continued attendance at cram schools. A total of 320 questionnaires were sent out, and 300 were returned, giving an overall response rate of 93.75%. Excluding seven incomplete or invalid questionnaires, 293 valid questionnaires were received. The results of this study show that hovering behavior awareness is negatively related to cram school engagement, whereas cram school engagement is positively related to the intention to continue attending cram school. Moreover, the results imply that parents should alleviate their helicoptering behavior to enhance their children’s engagement in cram school tutoring programs.
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Affiliation(s)
| | - Jon-Chao Hong
- Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan.,Chinese Language and Technology Center in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Jian-Hong Ye
- Faculty of Education, Beijing Normal University, Beijing, China
| | - Po-Hsi Chen
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
| | - Liang-Ping Ma
- Department of Chinese as a Second Language, National Taiwan Normal University, Taipei, Taiwan
| | - Yu-Ju Chang Lee
- Executive Master of Business Administration, National Taiwan Normal University, Taipei, Taiwan
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Wang M, Chen Z. Laugh before You Study: Does Watching Funny Videos before Study Facilitate Learning? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19084434. [PMID: 35457302 PMCID: PMC9030648 DOI: 10.3390/ijerph19084434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Revised: 03/27/2022] [Accepted: 04/04/2022] [Indexed: 02/01/2023]
Abstract
Emotions exist widely in the entire process of learning and affect students' motivation as well as academic performance. In multimedia learning, academics usually focus on the impact of teachers' emotions or the emotional design of multimedia learning materials on students' emotions and learning results. Few studies have investigated how to enhance learning by regulating students' pre-learning emotions. This study focused on whether playing funny videos before learning could promote students' positive emotions to enhance their motivation, satisfaction, and learning outcomes. We randomly divided 81 elementary school students into two groups: experimental group and control group. While the experimental group watched funny video clips, the control group watched neutral video clips before starting the video learning. The experimental group had more positive pre-learning emotions than the control group. After the course, the emotion of the experimental group declined while that of the control group enhanced. However, positive pre-learning emotions still promoted students' understanding and transfer of learning materials. Moreover, no significant differences were observed between the two groups in learning motivation, satisfaction, and retention tests. Furthermore, this paper analyzed the causes of the experimental results and discussed the insights for teaching.
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St Omer SM, Akungu OA, Chen S. Examining the relation among cost, academic emotion, and achievement in mathematics. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02839-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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40
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Cui GY, Chen JY, Wang C, Zhang C, Zhang X, Hu YJ. Dampening Effects of Perceived Teacher Enthusiasm on Class-Related Boredom in College Students: Longitudinal Mediation Effects of Perceived Task Value. Front Psychol 2021; 12:712441. [PMID: 34603137 PMCID: PMC8481690 DOI: 10.3389/fpsyg.2021.712441] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 08/13/2021] [Indexed: 11/13/2022] Open
Abstract
This study aims to explore the longitudinal mediation effects of college students’ perceived task value (PTV) between perceived teacher enthusiasm (PTE) and class-related boredom (CB). We conducted a longitudinal survey among college students from five colleges at the second (T1), sixth (T2), tenth (T3), and fourteenth week (T4) in a semester, and overall 1,371 students completed all the measurements. In the survey, a battery of questionnaires was used to measure the students’ PTE, perception of task difficulty, perception of task value, and CB. At T1, boredom proneness was measured as a control variable. Analysis of the longitudinal data showed that after controlling for the effects of boredom proneness and perceived task difficulty, students’ PTE was a significant predictor of CB, and students’ PTV played a significant mediating role in this causation relationship. The study supported the importance of the control-value theory in explaining the mitigating effect of students’ PTE on CB, especially highlighting the role of PTV.
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Affiliation(s)
- Guan-Yu Cui
- Department of Psychology, School of Education, Wenzhou University, Wenzhou, China.,Research Center for Psychology and Behavior, Wenzhou University, Wenzhou, China
| | - Jing-Yi Chen
- Department of Psychology, School of Education, Wenzhou University, Wenzhou, China.,Research Center for Psychology and Behavior, Wenzhou University, Wenzhou, China
| | - Chen Wang
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing, China.,School of Teacher Education, Shaoxing University, Shaoxing, China
| | - Chen Zhang
- Department of Psychology, School of Education, Wenzhou University, Wenzhou, China.,Research Center for Psychology and Behavior, Wenzhou University, Wenzhou, China
| | - Xia Zhang
- Department of Nursing, Henan Medical College, Zhengzhou, China
| | - Yun-Jun Hu
- Department of Students' Affairs, Wenzhou University of Technology, Wenzhou, China
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Kuklick L, Lindner MA. Computer-based knowledge of results feedback in different delivery modes: Effects on performance, motivation, and achievement emotions. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.102001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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Affiliation(s)
- Reinhard Pekrun
- Department of Psychology, University of Essex, Colchester, UK
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia
- Department of Psychology, University of Munich, Munich, Germany
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Stockinger K, Rinas R, Daumiller M. Student adaptability, emotions, and achievement: Navigating new academic terrains in a global crisis. LEARNING AND INDIVIDUAL DIFFERENCES 2021; 90:102046. [PMID: 36569365 PMCID: PMC9759342 DOI: 10.1016/j.lindif.2021.102046] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Revised: 06/23/2021] [Accepted: 07/26/2021] [Indexed: 12/27/2022]
Abstract
The COVID-19 pandemic forced students to abruptly shift from traditional and familiar, to largely improvised distance learning formats. This study examined whether individual differences in students' capacity to adjust to situational uncertainty and novelty (i.e., adaptability) explained differences in their achievement-related emotions and learning outcomes in the digital learning context. We assessed 89 university students' trait-level adaptability at the beginning of the 2020 spring semester, mid-semester achievement emotions (joy, hope, anxiety, hopelessness), and end-of-semester perceived learning and knowledge test scores. Controlling for prior digital learning experience, structural equation modeling revealed adaptability to be positively related to hope, and negatively related to anxiety and hopelessness. Anxiety was also negatively related to end-of-semester test scores, and indirectly linked adaptability and test scores. Hopelessness indirectly linked adaptability and perceived learning. Overall, the findings contribute to understanding and supporting students' emotional well-being and learning amidst changing academic circumstances.
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Affiliation(s)
| | - Raven Rinas
- Department of Psychology, University of Augsburg, Germany
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Raccanello D, Florit E, Brondino M, Rodà A, Mason L. Control and value appraisals and online multiple-text comprehension in primary school: The mediating role of boredom and the moderating role of word-reading fluency. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 92:258-279. [PMID: 34309018 PMCID: PMC9292041 DOI: 10.1111/bjep.12448] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Revised: 06/24/2021] [Indexed: 11/30/2022]
Abstract
BACKGROUND Online multiple-text comprehension is a key skill of the 21st Century, yet the study of its relations with boredom in young students has been disregarded. Boredom is an achievement emotion expected to be predicted negatively by antecedents like control and value appraisals and to be associated to a negative performance. Notwithstanding its documented domain-specificity, scarce attention has been paid to investigating these relations with primary-school students in the reading domain, and specifically for online multiple-text comprehension, and to how such relations are moderated by basic cognitive abilities. AIMS Considering separately two settings (homework, test), we studied the mediation of boredom in the relation between control-value appraisals and online multiple-text comprehension in primary-school students, focusing on the moderating role of word-reading fluency. SAMPLE Participants were 334 fourth and fifth graders. METHODS We evaluated students' reading-related self-efficacy and task-value, reading-related boredom for homework and tests, word-reading fluency, and online multiple-text comprehension. RESULTS Path analyses revealed negative relations between control-value appraisals and boredom for homework and tests, and between boredom and online multiple-text comprehension for tests only. For the latter, word-reading fluency moderated the relation between appraisals, boredom, and comprehension: Boredom negatively related to comprehension only for students with high word-reading fluency. CONCLUSIONS Findings are discussed focusing on antecedents of online multiple-text comprehension as a literacy skill critical in the 21st Century. We underlined their implications for learning in general and specifically for the current educational changes due to the COVID-19 pandemic.
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Affiliation(s)
| | - Elena Florit
- Department of Human Sciences, University of Verona, Italy
| | | | - Antonio Rodà
- Department of Information Engineering, University of Padova, Italy
| | - Lucia Mason
- Department of Developmental Psychology and Socialization, University of Padova, Italy
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Karlen Y, Hirt CN, Liska A, Stebner F. Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement. Front Psychol 2021; 12:661142. [PMID: 34220633 PMCID: PMC8249735 DOI: 10.3389/fpsyg.2021.661142] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Accepted: 05/25/2021] [Indexed: 11/13/2022] Open
Abstract
Being a self-regulated learner and believing that deliberate strategy use might be an effective way of overcoming learning challenges is important for achieving academic success. Learners' self-theories about their abilities might explain why some students are more inclined to engage in self-regulated learning (SRL) than others. This study aims to investigate the relationships between students' mindsets and self-concepts about SRL and their correlation with enjoyment, boredom, strategy knowledge, and academic achievements. As covariates, we included gender, age, and academic track. We surveyed 244 students (46.3% female) from the lower secondary school level with a mean age of 14.57 years. The results revealed that mindsets about SRL support more adaptive learning emotions (i.e., higher enjoyment and lower boredom) and positively relate to students' strategy knowledge. The students' self-concepts about SRL are positively related to their enjoyment and academic achievements. Gender-specific differences between the students revealed a disadvantage for the boys, who had lower self-concepts about SRL, lower strategy knowledge, and lower academic achievements in comparison to the girls. Furthermore, the study also revealed that students in the lower academic track adhered more to a fixed mindset about SRL and had lower strategy knowledge than their peers in the higher academic track. Finally, we found an indirect relationship between mindset about SRL and academic achievement via self-concepts about SRL. Overall, our results emphasize the importance of students' mindsets and self-concepts about SRL for their learning and academic achievements.
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Affiliation(s)
- Yves Karlen
- School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
| | - Carmen Nadja Hirt
- School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
| | - Alina Liska
- Institute of Educational Research, Ruhr University Bochum, Bochum, Germany
| | - Ferdinand Stebner
- Institute of Educational Science, University of Osnabrück, Osnabrück, Germany
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Boredom Makes Me Sick: Adolescents' Boredom Trajectories and Their Health-Related Quality of Life. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18126308. [PMID: 34200811 PMCID: PMC8296113 DOI: 10.3390/ijerph18126308] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/19/2021] [Revised: 06/08/2021] [Accepted: 06/08/2021] [Indexed: 11/17/2022]
Abstract
Existing research shows consistent links between boredom and depression, somatic complaints, substance abuse, or obesity and eating disorders. However, comparatively little is known about potential psychological and physical health-related correlates of academic boredom. Evidence for such a relationship can be derived from the literature, as boredom has adverse consequences in both work and achievement-related settings. The present study investigates latent correlations of 1.484 adolescents’ (Mage = 13.23) mathematics boredom scores at three time points during a semester in 2018/19 and their Rasch scaled health-related quality of life (HRQoL). Moreover, we applied latent growth curve modeling to estimate boredom trajectories across the semester and determined the relationship between the latent growth parameters of student boredom and HRQoL in bivariate correlation analyses. Our results show that boredom is significantly negatively linked with all HRQoL dimensions (physical well-being, psychological well-being, autonomy and parent relation, social support and peers, school environment [SCH], and general HRQoL [GH]). Furthermore, stronger increases in boredom across the semester were negatively associated with SCH scores and GH. In conclusion, given that boredom is negatively linked with HRQoL and that stronger boredom growth is linked with more severe health-related problems, signs of academic boredom could be an early warning signal for adolescents’ potentially severe problems.
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