Achievement goals and emotions: The mediational roles of perceived progress, control, and value

Hall, Nathan C.; Sampasivam, Lavanya; Muis, Krista R.; Ranellucci, John

doi:10.1111/bjep.12108

Cited by 49 publications

(43 citation statements)

References 116 publications

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“…The results of this research are innovative and have shown the moderating effect of perseverance on stress perception. This discovery is in line with the claims of other authors [50,51]; according to them, having the resources to emotionally regulate stress allows a student to have the necessary perseverance to achieve his/her goals.…”

Section: Discussionsupporting

confidence: 83%

Stress Regulation, Physical Activity, and Perseverance in Spanish Teenagers with Perfectionist Trends

2018

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Stress as an emotional response with adaptive function can obstruct both academic performance and psychosocial and physiological functioning when it is recurrent, persistent, and intense. Individual characteristics and regular physical activity produce differences in ways of coping with pressure situations, stressing the necessity of teenagers handling them in an effective way for their psychological adjustment and well-being. The purpose of this investigation was to identify how the frequency of physical activity and the influence of certain personality traits (perfectionism and perseverance) moderate stress. The sample was composed of 127 teenage students; tests were administered to measure perfectionism, perseverance, perceived stress, including an ad hoc sociodemographic questionnaire. The results show that particular conditions/skills have a moderating effect on stress perception in students with perfectionist maladaptive tendencies. Training in perseverance allows students to develop resources for handling stress, making it possible to achieve personal standards as well as adapt to one's context.

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Section: Discussionsupporting

confidence: 83%

Stress Regulation, Physical Activity, and Perseverance in Spanish Teenagers with Perfectionist Trends

2018

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“…External measures evaluated in our study are hypothesized to mediate the impact of achievement emotions on academic performance (Pekrun, b; Pekrun et al, ). There is a growing set of empirical evidence from control‐value theory to support this claim (Burić, ; Hall, Sampasivam, Muis, & Ranellucci, ; Smiley, Buttitta, Chung, Dubon, & Chang, ). The degree of association between the AEQ‐OCHEM and our other study measures support further work to understand more multivariate mediation models.…”

Section: Generative Opportunitiesmentioning

confidence: 99%

Development and evaluation of the organic chemistry‐specific achievement emotions questionnaire (AEQ‐OCHEM)

2018

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Affect is associated with success and persistence in STEM courses and degree programs. Measurement tools that produce valid and reliable data are essential to capturing the impact of evidenced‐based instructional practices and reformed curricula on learning. We report the development of the Achievement Emotions Questionnaire for use in postsecondary organic chemistry courses (AEQ‐OCHEM). Instrument development was based on the control‐value theory of achievement emotions and included a revision of the seminal Achievement Emotions Questionnaire (AEQ) used to measure institutional‐level learning. A thorough psychometric evaluation of the AEQ‐OCHEM was conducted including alternative measurement models and an extensive investigation of the nomological framework. All AEQ‐OCHEM subscales were determined to be coherent and distinct. Implications for future research using the AEQ‐OCHEM are offered. A call for the development of more discipline‐ and course‐based instruments is made. Finally, tools that measure achievement emotions in the context of instructional laboratories and undergraduate research are needed for more robust considerations of affect in STEM contexts.

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“…Various studies have revealed the relationship between learning, motivation, and teaching (Hall et al 2016;Thomas and Muller 2016), and there are many investigations that have focused on studies in the higher education field, as indicated (Angeli dos Santos and Ferreira 2016; Froiland and Worrell 2016). Among the characteristics that make up this instrument is the evaluation of self-regulatory motivation and learning strategies, as well as management of the learning context by university students.…”

Section: Introductionmentioning

confidence: 99%

“…The link between motivation and emotions and learning is closely related. However, as posed by Pekrun (2006) and Hall et al (2016), there are very scarce gauges to explore this relationship. Not much information has been found related to the motivation, learning, and resources in higher education.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Psychometric Properties of the Motivation and Strategies of Learning Questionnaire—Short Form (MSLQ-SF) in Spanish Higher Education Students

et al. 2019

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Background and methods: The aim of this research was to analyze the psychometric properties of the Motivation and Learning Strategies Questionnaire-Short Form (MSLQ-SF), using exploratory techniques with university students. The sample was formed by 597 participants aged between 19 and 28 years old (M = 23.04; SD = 3.71), with 156 (26.1%) being male and 441 (73.9%) being female. The exploratory factor analysis was conducted using the FACTOR program. Results: The results indicate that the questionnaire provides high reliability indexes to α = 0.70 for all included dimensions. The factor describing intrinsic orientation towards goal setting was removed following exploratory analysis, while other factors adjusted satisfactorily. All factors were correlated directly and positively (p < 0.01). Conclusions: It can be concluded that the MSLQ-SF fulfils the validity and reliability specifications for use with university students of social sciences and health sciences.

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Achievement goals and emotions: The mediational roles of perceived progress, control, and value

Cited by 49 publications

References 116 publications

Stress Regulation, Physical Activity, and Perseverance in Spanish Teenagers with Perfectionist Trends

Stress Regulation, Physical Activity, and Perseverance in Spanish Teenagers with Perfectionist Trends

Development and evaluation of the organic chemistry‐specific achievement emotions questionnaire (AEQ‐OCHEM)

Analysis of the Psychometric Properties of the Motivation and Strategies of Learning Questionnaire—Short Form (MSLQ-SF) in Spanish Higher Education Students

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