Classroom Social Environment as Student Emotions' Antecedent: Mediating Role of Achievement Goals

Sun, Xiaojing; Hendrickx, Marloes M. H. G.; Goetz, Thomas; Wubbels, Theo; Mainhard, Tim

doi:10.1080/00220973.2020.1724851

Cited by 21 publications

(9 citation statements)

References 30 publications

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“…Second, we found mastery-approach could negatively predict learning anxiety, which is also consistent with previous studies ( Elliot and McGregor, 1999 ; Shih, 2005 ; Goetz et al, 2016 ; Palazzolo, 2020 ; Sun et al, 2020 ). However, the effect of performance-approach goal orientation on the prediction of learning anxiety was not significant although they were positively correlated, which has been found in some studies ( Smith et al, 2002 ; Mattern, 2005 ; Hong et al, 2018 ; Liu et al, 2020 ) but differed from the results of other studies ( Cooper, 2014 ; Dull et al, 2015 ; Tu and Yang, 2021 ).…”

Section: Discussionsupporting

confidence: 92%

The impact of adolescent achievement goal orientation on learning anxiety: The mediation effect of peer interaction

et al. 2023

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Learning anxiety is one of the most critical emotional disturbances, which also has a high incidence rate in adolescents. Peer interaction is critical and unique for adolescents. Although previous studies have found that achievement goal orientation has an important role in the development of learning anxiety, its mechanism has not been clarified. This study surveyed 470 adolescents (191 middle school students and 279 high school students; 211 boys) and established a structural equation model to explore the mediating role of peer interaction in the influence of achievement goal orientation on learning anxiety. Results showed that (1) there were significant gender differences in mastery-avoidance goal orientation, peer interaction, and learning anxiety, and there were grade differences in performance-approach goal and performance-avoidance goal orientations; (2) mastery-approach, mastery-avoidance, and performance-avoidance goal orientations directly predicted learning anxiety; and (3) social anxiety in peer interactions had a mediating effect on the influence of mastery-approach, mastery-avoidance, and performance-avoidance goal orientations on learning anxiety. The findings extend theoretical considerations by teasing out the process of peer interaction affecting the relationship between achievement goal orientation and learning anxiety. Additionally, the results have practical implications for the effective use of peer interaction to reduce learning anxiety.

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Section: Discussionsupporting

confidence: 92%

The impact of adolescent achievement goal orientation on learning anxiety: The mediation effect of peer interaction

et al. 2023

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“…Moreover, the third category is negative emotions that lack subjective control. Finally, the fourth type of emotion is characterized by a relatively high level of control [ 21 , 22 ]. The specific performance of the four dimensions of academic emotion is depicted in Figure 2 .…”

Section: An Overview Of the Relevant Theories And The Flow Of Researc...mentioning

confidence: 99%

Changing Positive Academic Emotions of Art Students Utilizing Computer Information Technology Based on the Perspective of Teaching

Sun

2022

Applied Bionics and Biomechanics

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This study is aimed at exploring the influencing factors on the altering academic mood of art students. With the assistance of computer information technology, the survey utilizing a questionnaire is conducted to explore the influence of different coping styles on the academic moods of art students when the influence of demographic variables is under consideration. It is concluded that the condition of being the only child of art students has a positive and high arousal emotional score of 80.93, which is significantly higher than that of not being an only-child art student of 78.61. Art students are more inclined to take a positive coping style. The scores of negative and high arousal academic emotions are found to be 79.3, 80, and 96.83, respectively, when the grade changes from 1 through 3. The general trend is that the scores of negative and high arousal academic emotions increase when grades go up. Art students experience more negative academic emotions than positive academic emotions when the general characteristics of art students’ academic emotions are under consideration. Because females are more sensitive and delicate, they experience more negative academic emotions. Besides, while a positive coping style can positively predict art students’ positive academic mood, a negative coping style can positively estimate the negative academic mood. It is concluded that the outcomes could provide a reference for the prediction of academic mood changes in art students.

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“…Unpleasant emotions, such as anxiety, occur when students perceive teachers as cold or distant, such as punishing (Frenzel et al, 2007) or enforcing achievement (Goetz et al, 2006). Mainhard et al (2018) found that student perceptions of teacher closeness accounted for substantial variance in student enjoyment and anxiety and findings by Sun et al (2022) and Donker et al (2021) generally corroborated these results. In line with this, Goetz et al (2021) found in a longitudinal study that teacher closeness was associated with students' positive emotional experiences (and negatively with unpleasant emotions).…”

Section: Introductionmentioning

confidence: 80%

When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions

Mainhard

Donker

Gog

2022

Brit J of Edu Psychol

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Background: Student perceptions of teachers' interpersonal closeness positively affect their emotions. If closeness is, however, effortful for the teacher (i.e., emotional labour, signalling less genuine closeness), this may undermine these positive effects. We tested this assumption by using student reports and external observations of teacher closeness and ambulant measures of teacher heart rate, to gauge teachers' physiological effort connected to being close during class. Aims: We investigated the association between teachers' physiological effort connected to closeness and students' lesson-focused emotions. Sample: 75 teachers and their students (N = 1645) participated during one real-life lesson. Methods: Teacher interpersonal closeness was continuously coded based on a video recording and teachers' heart rate was measured continuously as an indicator of physiological effort. Students reported their emotions and perception of teacher closeness at the end of the lesson. Results: Multilevel models with student emotions as DVs and students' perceptions of teacher warmth (L1 predictor) and teachers' physiological effort when being close (i.e., an intra-individual cross-correlation, L2 predictor) were tested.As expected, students reported more positive and less negative emotions when they perceived more teacher closeness.

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Classroom Social Environment as Student Emotions' Antecedent: Mediating Role of Achievement Goals

Cited by 21 publications

References 30 publications

The impact of adolescent achievement goal orientation on learning anxiety: The mediation effect of peer interaction

The impact of adolescent achievement goal orientation on learning anxiety: The mediation effect of peer interaction

Changing Positive Academic Emotions of Art Students Utilizing Computer Information Technology Based on the Perspective of Teaching

When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions

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