کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
6845699 1436408 2018 11 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
The role of daily autonomous and controlled educational goals in students' academic emotion states: An experience sampling method approach
ترجمه فارسی عنوان
نقش اهداف آموزشی مستقل و کنترل شده روزانه در حالت های احساسات تحصیلی دانشجویان: روش نمونه گیری نمونه ای از تجربه
کلمات کلیدی
احساسات آکادمیک، اهداف آموزشی، انگیزش مستقل و کنترل شده، نظریه خودمختاری، روش نمونه گیری تجربه،
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی
The present study examines antecedents of university students' academic emotions (Pekrun, Goetz, Titz, & Perry, 2002) in the context of self-determination theory (SDT; Deci & Ryan, 1985; 2000), using real-time assessment and intra-individual analyses. We investigated whether daily autonomous and controlled-motivated educational goals predicted students' academic emotions. University students (N = 55) completed smartphone diaries over 14 consecutive days. The two-week intensive longitudinal data were organized in a hierarchical three-level structure, with situations (Level 1) nested within days (Level 2) nested within students (Level 3). Students' goal motivation was assessed in morning questionnaires, and academic emotions in three daytime questionnaires. The results of the multilevel structural equation models showed that setting self-determined autonomous educational goals predicted positive emotions, whereas controlled motivation predicted negative emotions in everyday academic situations, applying both to within-person processes and between-person differences. Both kinds of goal motivation, autonomous and controlled, were associated with determination in students' daily lives.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 53, February 2018, Pages 10-20
نویسندگان
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