University Students’ Emotions in Lectures: The Effect of Competence Beliefs, Value Beliefs and Perceived Task-difficulty, and the Impact on Academic Performance

Στεφάνου, Γεωργία; Καριώτογλου, Πέτρος; Dinas, Konstantinos D.

doi:10.18848/1447-9494/cgp/v18i01/47453

Cited by 10 publications

(18 citation statements)

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“…This specific finding is consistent with Weiner's (2001Weiner's ( , 2002Weiner's ( , 2005 model, research evidence and the notion that emotions are "socially constructed, personally enacted" (Lazarus, 1991;Schutz et al, 2006;Stephanou, 2007aStephanou, , 2011bStephanou et al, 2011). However, the relative power of the emotions in discriminating the perceived successful from unsuccessful performance groups varied between the two school subjects.…”

Section: Attributions and Emotions For School Performancesupporting

confidence: 80%

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

Στεφάνου

2012

IJPS

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This study examined (a) students' (n= 342, both genders, grades 5 and 6) attributions and emotions for their subjectively perceived school performance in language and mathematics as successful or unsuccessful, (b) the role of students' hope (pathways thinking, agency thinking) in the: perceived performance in the above school subjects as successful or unsuccessful, subsequent attributions and emotions, impact of attributions on emotions, and,in turn,interactive effect on performance expectations. The estimated as successful and unsuccessful school performance was predominately attributed to stable and unstable (external in language) factors, respectively. The students experienced intense positive and moderate negative emotions for the perceived successful and unsuccessful school performance, respectively. Hope (mainly, agency thinking) positively influenced the attributions (particularly, stability) and emotions (mainly, pathway thinking), and the impact of attributions on emotions, mainly in unsuccessful performance in mathematics. Hope, attributions and emotions had unique and complimentarily effect on performance expectations.

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Section: Attributions and Emotions For School Performancesupporting

confidence: 80%

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

Στεφάνου

2012

IJPS

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“…Confirming in the main our predictions, the teachers experienced a variation of intensity of emotions at their school, underlying the high importance of their professional role in their self-identity, since under high ego involvement conditions individuals feel such emotional pattern (Frijda, 2009;Lambert et al, 2009;Roseman & Smith, 2001;Stephanou, 2011;Stephanou et al, 2011;Stephanou & Tsapakidou, 2007a;Sutton & Wheatley, 2003;Weiner, 2001Weiner, , 2005. The teachers' distinct professional role in their whole life was also supported by the nature of the reported emotions, based on Seligman's (2002) view of classification of emotions.…”

Section: Emotionssupporting

confidence: 61%

“…The emotions had the form of adjectives, with the positive pole having the high score of 7 and the negative pole having the low score of 1 (e.g., happy 7 6 5 4 3 2 1 unhappy). The construction of the scale was based on previous similar re-searches (see Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011;Schutz & DeCuir, 2002;Sutton & Wheatley, 2003;Weiner, 2001Weiner, , 2005, and it is a valid and reliable research instrument in studying experienced emotions in education in Greek population (see Stephanou, 201;Stephanou, Kariotoglou, & Ntinas, 2011;Stephanou & Mastora, submitted). Cronbach's alpha value was .89.…”

Section: Measurementsmentioning

confidence: 99%

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Στεφάνου¹,

Gkavras²,

Doulkeridou³

2013

PSYCH

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This study aimed at investigating a) teachers' job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collectiveefficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self-and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task-and self-related emotions; b) teachers' self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant extent mediated by teachers' perceptions about their school collective efficacy; and d) self-efficacy had direct and indirect effect, through the interaction of collective efficacy and job satisfaction, on the emotions. The findings are discussed for their applications in educational practice and future research.

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“…In sum, previous research on academic achievement, part of which was just above presented, has supported the positive role of ability self-perception on performance, even after controlling for ability (Beane, 1999;Stephanou, 2004Stephanou, , 2008Stephanou et al, 2011). Students who estimate their ability in academic situations highly (and are highly motivated), use effective achievement strategies, persist even when they faced with challenging task, insist in pursuing their goals, and perform better than the children who have low motivation and ability beliefs (Anderman, 2004;Dermitzaki & Efklides, 2000;Efklides, 2001;Ryan & Deci, 2000;Stephanou & Tatsis, 2008;Zimmerman, 2000).…”

Section: Association Of Students' Competencebbeliefs and Task-beliefsmentioning

confidence: 62%

“…For example, high expectations of successful performance, beliefs of adequate ability to master the task and high value beliefs for the task influence the generation of the emotion of pleasure (Glaser-Zikuda, Fub, Laukenmann, Metz, & Randler, 2005;Glaser-Zikuda & Mayring, 2003;Pekrun, 2000). On the contrary, beliefs of inadequate ability to master the task contribute to hopelessness and anxiety (Pekrun, 2000;Stephanou et al, 2011;Zeidner, 1998). Perceived task-difficulty influences task-and future activity-emotions like boredom, enthusiasm and confidence (Efklides, 2006a;Pekrun, 2009;Pekrun & Schutz, 2007).…”

Section: Association Of Student Emotion With Their Competence Beliefsmentioning

confidence: 99%

Kindergarten Childrens’ Emotions, Feeling of Task-Difficulty and Ability Self-Perceptions Before and After Performing an Unfamiliar Domino

Στεφάνου

Charalabidou

2012

IJLD

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This study, being involved in unfamiliar domino for the participating kindergarten children, aimed to examine (a) children's experienced emotions, ability self-perceptions and perceptions of task-difficulty in pre domino performance condition and in post domino performance condition, (b) the effects of students' ability self-perceptions and perceptions of task-difficulty on their experienced emotions in pre-and post-domino performance condition, and (c) the role of children's ability beliefs and feeling of task-difficulty in the impact of the emotions on domino performance. The participants were 180 kindergarten students, 96 girls and 84 boys, age from 69 to 73 months, and they came from 25 classrooms. The results revealed (a) the variability of the intensity of the emotions within and between the pre-and post-domino performance, (b) children felt better in post-than in pre-domino performance, particularly in self-, task-and future activity-related emotions, (c) student estimated their ability as higher in post-than in pre-domino performance, while the pattern was reverse with respect to perceived domino-difficulty, (d) ability self-perceptions, compared to feeling of difficulty, was a more powerful formulator of most the emotions, particularly in pre-domino performance, and (e) the students' pre-performance emotions, perceived task-difficulty, and, mainly, ability beliefs influenced their domino performance, while the feeling of difficulty and, particularly, ability beliefs enhanced the impact of the emotions on domino performance.

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University Students’ Emotions in Lectures: The Effect of Competence Beliefs, Value Beliefs and Perceived Task-difficulty, and the Impact on Academic Performance

Cited by 10 publications

References 0 publications

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Kindergarten Childrens’ Emotions, Feeling of Task-Difficulty and Ability Self-Perceptions Before and After Performing an Unfamiliar Domino

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