How you Perceive Time Matters for how you Feel in School: Investigating the Link Between Time Perspectives and Academic Emotions

King, Ronnel B.; Gaerlan, Marianne Jennifer M.

doi:10.1007/s12144-014-9213-x

Cited by 14 publications

(7 citation statements)

References 77 publications

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“…Although some research has examined emotion regulation during the COVID-19 pandemic (Chen et al, 2020;Jiang et al, 2020;Restubog et al, 2020), the mediating role of emotions for the relationship between adaptation and school engagement is an important piece of the puzzle for understanding students' response to the COVID-19 pandemic. Students who easily adapt to novelty and uncertainty experience positive academic emotions such as enjoyment and pride (Goetz et al, 2008), whereas students who feel unable to adapt are more likely to experience negative academic emotions, such as anxiety and boredom (King and Gaerlan, 2014).…”

Section: Introductionmentioning

confidence: 99%

Adaptability Promotes Student Engagement Under COVID-19: The Multiple Mediating Effects of Academic Emotion

Zhang

et al. 2021

Front. Psychol.

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In response to the COVID-19 pandemic, millions of students in China followed an emergency policy called “Suspending Classes without Stopping Learning” to continue their study online as schools across the country were closed. The present study examines how students adapted to learning online in these unprecedented circumstances. We aimed to explore the relationship between adaptability, academic emotion, and student engagement during COVID-19. 1,119 university students from 20 provinces participated in this longitudinal study (2 time points with a 2-week interval). The results showed that adaptability (the ability to respond to changes) and student engagement are significantly positively correlated with positive academic emotion and negatively correlated with negative academic emotion. Furthermore, adaptability not only directly predicts student engagement, but also affects student engagement through the chain mediation of positive academic emotion and negative academic emotion. The results contribute to the gap in knowledge regarding changes in students’ learning in response to the outbreak. This study further explains the internal mechanisms mediating the relationship between adaptability and student engagement. It may provide references for educational researchers and universities in dampening the negative effects of COVID-19 on students’ learning by improving their adaptability and developing positive academic emotions.

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Section: Introductionmentioning

confidence: 99%

Adaptability Promotes Student Engagement Under COVID-19: The Multiple Mediating Effects of Academic Emotion

Zhang

et al. 2021

Front. Psychol.

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“…Once a teacher provides adequate support to meet students' basic psychological needs, they may invest as much effort as possible to learning. Conversely, though teacher support may relieve some undesirable learning reactions to certain degree, such as helplessness, boredom and tiredness (King & Gaerlan, ; Luo, Zhao, & Wang, ), students' intrinsic motivation in learning cannot be well activated if their intrinsic value still remains at a lower level. As a result, it might then result in poor efficiency in accepting teacher support and in transforming their perceived support to further engagement.…”

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confidence: 99%

The moderating role of intrinsic value in the relation between psychological needs support and academic engagement in mathematics among Chinese adolescent students

et al. 2016

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This study was to assess the moderating roles of intrinsic value in the relation of basic psychological needs support to academic engagement in mathematics. We recruited 246 middle school students by using the Basic Psychological Needs Support Scale, the Intrinsic Value Scale and the Academic Engagement Scale. This study found that both basic psychological needs support and intrinsic value had significant predictions on the three aspects of academic engagement. Moreover, the interaction item between basic psychological needs support and intrinsic value could significantly affect emotional and cognitive engagement, but not behavioural engagement. The findings indicated that except for behavioural engagement, the associations between basic psychological need support and emotional or cognitive engagement could be moderated by intrinsic value. This study provides a special perspective for educators and researchers to recognise the role of intrinsic value in promoting adolescents' higher levels of involvement in mathematics class.

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“…Positive beliefs in relation to the future are associated with long term plans for higher education, positive thoughts in relation to work, better social and emotional adjustment at school, and self-perceptions of competency (Catalano et al, 2004). Individuals having extended and long-term future perspectives manifest a stable and healthy model of planning, are able to delay gratifi cation, and are more motivated and committed to pursue their goals, especially in comparison to individuals with short-term future goal perspectives (Bilde, Vansteenkiste, & Lens, 2011;King & Gaerlan, 2014;Lens, 1993). This suggests the potential protective role of positive, long-term future orientations in youth outcomes (McWhirter & McWhirter, 2008).…”

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confidence: 99%

Application of the Future Expectation Scale for Adolescents (FESA) in Brazil

Dutra-Thomé

Koller

McWhirter

et al. 2015

Psicol. Reflex. Crit.

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This exploratory study analyzed the factor structure of the Future Expectation Scale for Adolescents (FESA) in a Brazilian sample of emerging and young adults to determine its utility for research and clinical use in Brazil. The sample included 547 young adults, ranging from 18-29 years old (M = 22; SD = 3.9), from different socioeconomic status and 351 (64.2%) females. Results of Confi rmatory Factor Analysis revealed that the original model found for the FESA did not fi t the Brazilian sample well. Therefore, a subsequent Exploratory Factor Analysis was performed with the 24 self-reported FESA items. Results demonstrated a cohesive factor structure for the FESA, but the factor structure was different from the original. For instance, items belonging to the original factor 'Marriage and Family' loaded better with the original factor 'Children's Future,' which was renamed 'Children and Family.' The original factor 'Church and Community' was slightly different and was renamed 'Church' to be consistent with the Brazilian context. The factor structure of the FESA was consistent and the measure was found to be useful for further studies in this area. Keywords: Factor structure, future expectations, adolescents, youth, emerging adults. ResumoEste estudo exploratório analisou a estrutura fatorial da Escala de Expectativas Futuras de Adolescentes (FESA) em uma amostra brasileira de jovens adultos (n= 547), 64,1% do sexo feminino, com idades entre 18 e 29 anos (M = 22; DP = 3,9), de diferentes níveis socioeconômicos, a fi m de determinar a utilidade da escala para fi ns de pesquisa e aplicação clínica no Brasil. Resultados da Análise Fatorial Confi rmatória revelaram que o modelo original do FESA não se adequou bem à amostra brasileira. Posteriormente, uma Análise Fatorial Exploratória foi realizada com os 24 itens do FESA. Os resultados mostraram que o FESA apresentou uma estrutura fatorial coesa, mas diferente da original. Por exemplo, itens que pertenciam originalmente ao fator 'Casamento e Família' carregaram mais satisfatoriamente no fator 'Futuro das crianças' que foi, então, renomeado como 'Crianças e Família'. O fator original 'Igreja e Comunidade' apresentou breves mudanças e foi renomeado como 'Igreja', a fi m de harmonizar com o contexto brasileiro. A estrutura fatorial do FESA mostrou-se consistente e a medida foi considerada útil para futuras pesquisas nesta área.

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How you Perceive Time Matters for how you Feel in School: Investigating the Link Between Time Perspectives and Academic Emotions

Cited by 14 publications

References 77 publications

Adaptability Promotes Student Engagement Under COVID-19: The Multiple Mediating Effects of Academic Emotion

Adaptability Promotes Student Engagement Under COVID-19: The Multiple Mediating Effects of Academic Emotion

The moderating role of intrinsic value in the relation between psychological needs support and academic engagement in mathematics among Chinese adolescent students

Application of the Future Expectation Scale for Adolescents (FESA) in Brazil

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