کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
364613 621076 2016 9 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Extending the change–change model of achievement emotions: The inclusion of negative learning emotions
ترجمه فارسی عنوان
توسعه مدل تغییر - تغییر احساسات اکتسابی: گنجاندن احساسات منفی یادگیری
کلمات کلیدی
احساسات مربوط به یادگیری علمی ؛ کنترل دانشگاهی ادراکی ؛ مدل تغییر تغییر؛ سال اول دانشگاه. ریاضیات و آمار
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی


• The academic control level remains, on average, stable over the course duration;
• Academic control changes are positively related to enjoyment changes;
• Boredom, hopelessness and anxiety changes are explained by their initial levels;
• The four emotion levels remain, on average, stable over the course duration;
• Academic control changes relate negatively to the negative emotions changes.

Drawing upon the Control Value Theory of Achievement Emotions (CVTAE), this study tests the assumption that antecedents of learning-related emotions (LREs) change over the duration of a mathematics and statistics course. Our study focused on academic control as an antecedent of LREs. We investigated enjoyment (the positive emotion) and three negative LREs: anxiety, boredom and hopelessness. Using a repeated measures design for first year university students (N = 908), we found that academic control and the levels of LREs remain, on average, stable over the duration of the course. Second, changes in academic control were positively related to changes in the positive emotion enjoyment, and negatively related to changes in the three negative emotions. These findings offer evidence to confirm the CVTAE change–change assumption that changes in control appraisals go together with changes in positive, as well as negative, LREs.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 47, April 2016, Pages 289–297
نویسندگان
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