The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies, cognitive appraisals and academic achievement

Burić, Irena; Sorić, Izabela

doi:10.1016/j.lindif.2012.03.011

Cited by 43 publications

(36 citation statements)

References 31 publications

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“…The findings revealed that the students were more likely to have higher academic achievement on the course grade as their ability to use academic volitional strategy increased. This result supports some academic assumptions from related literature and is similar to previous research (Burić & Sorić, 2012;Hinnant-Crawford et al, 2016;McCann & Turner, 2004;Molokoli, 2014;Shepherd, 2006). Burić and Sorić (2012) examined the relationships amongst 365 high school students' tests of emotions and academic achievement within the framework of the control-value theory.…”

Section: Discussionsupporting

confidence: 92%

“…This result supports some academic assumptions from related literature and is similar to previous research (Burić & Sorić, 2012;Hinnant-Crawford et al, 2016;McCann & Turner, 2004;Molokoli, 2014;Shepherd, 2006). Burić and Sorić (2012) examined the relationships amongst 365 high school students' tests of emotions and academic achievement within the framework of the control-value theory. They found out that the students regulated their own emotion and motivation when they tended to use volitional strategies efficiently.…”

Section: Discussionsupporting

confidence: 92%

“…Volitional strategy directly leads to students' emotions. Several studies (Burić & Sorić, 2012;Pekrun et al, 2004;Valle et al, 2003) reveal that, when they utilize volitional strategy efficiently, students are able to regulate emotion and motivation. Requirements maintaining the tendency of mediating goal attainments denote a volitional aspect to a goal-striving process.…”

Section: Academic Volitional Strategiesmentioning

confidence: 99%

“…studenata (Bandura, 1986;Bembenutty, 2009;Pekrun i sur., 2004). Što je veće upravljanje okolinom učenja, bolja je učenička koncentracija na akademske zadatke (Burić i Sorić, 2012;McCann i Turner, 2004). Dodatno, zadržavanje motivacije i reguliranje emocija važni su aspekti za akademsku izvedbu studenata.…”

Section: Uvodunclassified

“…Hence, these positive habits can be associated with students' self-regulatory behaviour (Bandura, 1986;Bembenutty, 2009;Pekrun et al, 2004). The greater the management of the learning environment, the better students can concentrate on academic tasks (Burić & Sorić, 2012;McCann & Turner, 2004). In addition, maintaining motivation and regulating emotions are important aspects of students' academic performance.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Investigating the Relationship between Volitional Strategies and Academic Achievement in a Flipped Learning Environment/Istraživanje odnosa voljnih strategija i akademskog postignuća u 'obrnutoj učionici'

Birgili

Seggie

Kızıltepe

2019

Croatian Journal of Education

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This study was conducted to determine whether there is a relationship between academic volitional strategies and academic achievement in a flipped learning environment. Academic achievement entails an environment where students exert self-discipline on classroom tasks. By using volitional strategies, learners can enhance engagement on academic tasks and complete assignments more efficiently. Undergraduate students enrolled in a teacher education programme at a higher education institution in Turkey participated in the research. Academic Volitional Strategies Inventory (AVSI), with α = .87 internal consistency, was applied to a group of students. The obtained data were explored through Pearson correlation. The results showed a statistically significant positive relationship between AVSI scores and academic achievements (r =.39, p=<.05). Hence, volitional skills and academic achievements act in concert in a teacher education programme.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 92%

Section: Academic Volitional Strategiesmentioning

confidence: 99%

Section: Uvodunclassified

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Investigating the Relationship between Volitional Strategies and Academic Achievement in a Flipped Learning Environment/Istraživanje odnosa voljnih strategija i akademskog postignuća u 'obrnutoj učionici'

Birgili

Seggie

Kızıltepe

2019

Croatian Journal of Education

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show abstract

The Effect of Self-regulation on Student Achievement

Danışman

2017

The Factors Effecting Student Achievement

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“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement

et al. 2016

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This study analyzes the relationships between cognitive appraisals, classroom and test emotions and math achievement in a sample of 1219 Portuguese students from the 6 th and 8 Results showed significant associations between students competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in Structural EquationModelling, only anger in test situations and hopelessness were significant negative predictors of students math achievement. Hopelessness appears to play a particular role in the interplay between cognitive appraisals, emotions and academic achievement as it is the only emotion that relates to math achievement both in test and classroom situations. Furthermore, findings also support the existence of differences in the relationships between cognitive appraisals and the achievement emotions students experience in these two settings.

show abstract

The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies, cognitive appraisals and academic achievement

Cited by 43 publications

References 31 publications

Investigating the Relationship between Volitional Strategies and Academic Achievement in a Flipped Learning Environment/Istraživanje odnosa voljnih strategija i akademskog postignuća u 'obrnutoj učionici'

Investigating the Relationship between Volitional Strategies and Academic Achievement in a Flipped Learning Environment/Istraživanje odnosa voljnih strategija i akademskog postignuća u 'obrnutoj učionici'

The Effect of Self-regulation on Student Achievement

“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement

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