We explored Filipino learners' concept of academic emotions by studying the words they use to describe their emotional experiences associated with learning. Two main theoretical frames were used as reference in the analysis: Clore, Ortony, & Foss' (1978) taxonomy of emotion words, and Pekrun's (2006) dimensions of academic emotions. We asked Filipino learners to describe the positive and negative emotions that they associate with their learning experiences using an open ended questionnaire. The 676 students used 1337 words which were classifi ed into root word categories; 38 categories which were mentioned by at least 1% of the participants were included in the analysis. The interpretive analysis suggested that Filipino learners' concept of academic emotions includes appraisals of cognitive and even physical conditions, beyond the typical affective conditions assumed in theories of emotions and academic emotions. Moreover, Filipino learners' concepts of academic emotions include a wider range of emotion concepts, and may require additional characteristic dimensions, compared to what is being studied in current academic emotions research.
Facebook, a popular social networking site, can serve as a venue for the enhancement of self-esteem. Why this happens remains unclear. Drawing from Positive Psychology and Self-Determination Theory, the present study investigated the effect of Facebook use on self-esteem as mediated by relatedness. Employing a cross-sectional non-experimental design, the mediation hypothesis was tested among 467 college students who agreed to answer the questionnaires. From the results of multiple hierarchical regressions, it was found out that Facebook use did not have a direct effect on self-esteem, but exerted a positive direct effect on relatedness. Likewise, related was positively associated with self-esteem. The mediation effect of relatedness was examined using Sobel test, and the results supported the hypothesis. Implications were discussed with emphasis on how relatedness can serve as the mechanism of Facebook use and self-esteem. Implications for future research were also discussed.
Premised on positive psychology and the social rootedness of students' motivation, the study explored the effects of social goals on student life satisfaction. Using a predictive cross-sectional non-experimental design, the five social goals from the formulation of Dowson and McInerney (2004) were tested as predictors of the five dimensions of Huebner's (2001) student life satisfaction among 302 college students who responded to self-report questionnaires. Results provided evidence for the potential contribution of social goals on student life satisfaction. Social affiliation goal predicted student's satisfaction with friends, school, living environment, and self, but not with family. Social responsibility goal predicted satisfaction with family, school, living environment, and self, but not with friends. Social status goal predicted satisfaction with family, friends, and self, but not with school and living environment. Social approval and social concern goals predicted all the dimension of student life satisfaction. Discussion centers on how the students' endorsement of each social goal contributes to their life satisfaction.
students often result in lower grades compared to learners who had more positive emotions (Gumora & Arsenio, 2002). Studies on Emotions in Teaching and Learning Writing at the College Level Pasubillo (2016) identified reasons that make writing, in particular, a difficult skill for L2 students. First, writing requires learners be familiar with the rudiments of a grammar structure which is different from his/her first language. Second, some learners feel that writing is boring. Lastly, when learners engage in a writing task, they often spend more time agonizing over if what they have written makes sense or not, and if their teacher would accept their writing or subject it to criticism. It seems that L2 writing in the college/tertiary level poses many problems to learners. For instance, many college students are anxious about library research (Mellon, 1986) because the activity is something new to them (Daly & Wilson, 1983). College learners also consider research writing as demanding (Rose, 1980) because of the compulsory nature of the activity (Powers, Cook, & Meyer, 1979). Research question: What are the learners' emotional experiences while writing research in English? Method Participants The item generation part of the study involved 70 undergraduate university students. The validation part of the study had a total of 409 undergraduate university students, 199 (48.66%) were females, 184 (44.99%) males, and 26 (6.35%) did not disclose their gender. All of them were enrolled in a research writing English class at the time of data collection. Their ages ranged from 16 to 21 years (M = 17.93, SD = 1.01). Measure The Emotional Experiences in Research Writing scale was comprised of 39 statements describing college learners' emotional experiences related to their research writing class activities. The learners responded to each statement on a 6-point likert scale from 1 = Not at all true of me, to 6 = Very true of me. The factor structure of the scale is presented in the results section of this paper.
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