Antecedents of Achievement Emotions: Mixed-Device Assessment with Italian and Australian University Students

2016 ◽  
pp. 183-191 ◽  
Author(s):  
Daniela Raccanello ◽  
Margherita Brondino ◽  
Monique Crane ◽  
Margherita Pasini
Keyword(s):  
University Students ◽  
Achievement Emotions

scholarly journals A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism

2020 ◽  
Vol 17 (6) ◽  
pp. 2106 ◽  
Author(s):  
Jesús de la Fuente ◽  
Francisca Lahortiga-Ramos ◽  
Carmen Laspra-Solís ◽  
Cristina Maestro-Martín ◽  
Irene Alustiza ◽  
...  
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Underlying Mechanism ◽  
Equation Model ◽  
Structural Equations ◽  
Achievement Emotions ◽  
Ex Post ◽  
The University

Achievement emotions that the university student experiences in the learning process can be significant in facilitating or interfering with learning. The present research looked for linear and predictive relations between university students’ achievement emotions, coping strategies, and engagement-burnout, in three different learning situations (classroom, study time, and testing). Hypotheses were identified for a possible model that would analyze the two facets of perfectionism based on these relations. In the case of perfectionistic strivings, the test hypothesis was that positive emotions would predispose the use of problem-focused coping strategies and an emotional state of engagement; in the case of perfectionistic concerns, however, negative emotions would predispose the use of emotion-focused strategies and a state of burnout. A total of 654 university students participated in the study, using an online tool to complete validated questionnaires on the three study variables. All students provided informed consent and corresponding permissions. Given the ex-post facto linear design, the predictions could be verified for each situation by means of logistic regression analyses and Structural Equations Models (SEM). Empirical results lent support, in varying degree, to the proposed theoretical relations. The testing situation was of particular interest. We discuss implications for perfectionism research and for the practice of prevention, education and health care in the university setting.

scholarly journals Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

2020 ◽  
Vol 17 (12) ◽  
pp. 4293 ◽  
Author(s):  
Jesús de la Fuente ◽  
Paola Verónica Paoloni ◽  
Manuel Mariano Vera-Martínez ◽  
Angélica Garzón-Umerenkova
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Important Variable ◽  
Negative Emotionality ◽  
University Education ◽  
Positive Emotionality ◽  
Achievement Emotions ◽  
Ex Post ◽  
Situational Stress

Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed.

scholarly journals Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Jesús de la Fuente ◽  
Paul Sander ◽  
Angélica Garzón-Umerenkova ◽  
Manuel Mariano Vera-Martínez ◽  
Salvatore Fadda ◽  
...  
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Self Regulation ◽  
Joint Effect ◽  
Equation Modeling ◽  
Educational Support ◽  
Achievement Emotions ◽  
Ex Post ◽  
Ex Post Facto

The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.

Examining the Factor Structure and Measurement Invariance of Test Emotions Across Testing Platform, Gender, and Time

2020 ◽  
Vol 38 (8) ◽  
pp. 969-981 ◽  
Author(s):  
Beth A. Perkins ◽  
Paulius Satkus ◽  
Sara J. Finney
Keyword(s):  
University Students ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Paper Test ◽  
Achievement Emotions ◽  
Testing Platform ◽  
Item Responses ◽  
Computer Based ◽  
Scalar Invariance ◽  
And Gender

Few studies have examined the psychometric properties of the test-related items from the Achievement Emotions Questionnaire (AEQ). Using a sample of 955 university students, we examined the factor structure of 12 emotion items measuring test-related anger, boredom, enjoyment, and pride. Results indicated the four emotions were distinct, allowing for further examination of measurement invariance of the items across testing platform (computer-based vs. pencil-paper test) and gender. Configural, metric, and scalar invariance was supported for testing platform and gender. Given interest in modeling change in emotions, we also examined whether the items were invariant across time by measuring emotions at 3 times during a test. Using a sample of 651 university students, configural, metric, and scalar invariance was supported across time. The findings provide important structural validity evidence for the item responses and support the comparison of emotions across testing platform, gender, and time.

scholarly journals The AEQ-S: A short version of the Achievement Emotions Questionnaire

2022 ◽  
Author(s):  
Maik Bieleke ◽  
Katarzyna Gogol ◽  
Thomas Goetz ◽  
Lia Daniels ◽  
Reinhard Pekrun
Keyword(s):  
University Students ◽  
Empirical Studies ◽  
Short Version ◽  
Validation Sample ◽  
Component Structure ◽  
Achievement Emotions ◽  
Structural Relationships ◽  
Academic Settings ◽  
Administration Time ◽  
Measuring Achievement

The Achievement Emotions Questionnaire (AEQ) is a well-established instrument for measuring achievement emotions in educational research and beyond. Its popularity rests on the coverage of the component structure of various achievement emotions across different academic settings. However, this broad conceptual scope requires the administration of 6 to 12 items per scale (Mdn = 10), which limits the applicability of the AEQ in empirical studies that necessitate brief administration times. We therefore developed the AEQ-S, a short version of the AEQ, with only 4 items per scale that nevertheless maintain the conceptual scope of the instrument. We validated the AEQ-S based on a reanalysis of Pekrun, Goetz, Frenzel, Barchfeld, and Perry's (2011) dataset (N = 389 university students) and by administering them to a new and independent validation sample (N = 471 university students). Despite their brevity, the AEQ-S scales achieved satisfactory reliability and correlated substantially with the original AEQ scales. Moreover, structural relationships and intercorrelations between the scales and their relations with external measures of antecedents and outcomes of achievement emotions were highly similar for the AEQ-S and AEQ scales. These findings suggest that the AEQ-S is a suitable substitute for the AEQ when administration time is limited.

scholarly journals Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students

2019 ◽  
Vol 10 ◽  
Author(s):  
Jesús de la Fuente ◽  
José Manuel Martínez-Vicente ◽  
Francisco Javier Peralta-Sánchez ◽  
Angélica Garzón-Umerenkova ◽  
Manuel Mariano Vera ◽  
...  
Keyword(s):  
University Students ◽  
Achievement Emotions ◽  
Undergraduate University Students

Viewing music videos: Emotion and viewer interpretation

2002 ◽  
Vol 14 (2) ◽  
pp. 69-79 ◽  
Author(s):  
Joan M. Preston ◽  
Michael Eden
Keyword(s):  
University Students ◽  
Emotional Content ◽  
Music Videos ◽  
Music Video ◽  
Mediating Factors ◽  
Comparative Media

Abstract. Music video (MV) content is frequently measured using researcher descriptions. This study examines subjective or viewers’ notions of sex and violence. 168 university students watched 9 mainstream MVs. Incidence counts of sex and violence involve more mediating factors than ratings. High incidents are associated with older viewers, higher scores for Expressivity, lower scores for Instrumentality, and with video orders beginning with high sex and violence. Ratings of sex and violence are associated with older viewers and lower scores for Instrumentality. For sex MVs, inexperienced viewers reported higher incidents and ratings. Because MVs tend to be sexier but less violent than TV and film, viewers may also use comparative media standards to evaluate emotional content MVs.

Emotion Appraisals Predict Neuroticism and Extraversion

2015 ◽  
Vol 36 (1) ◽  
pp. 1-10
Author(s):  
Andrew Comensoli ◽  
Carolyn MacCann
Keyword(s):  
University Students ◽  
The State ◽  
The Relationship

The current study proposes and refines the Appraisals in Personality (AIP) model in a multilevel investigation of whether appraisal dimensions of emotion predict differences in state neuroticism and extraversion. University students (N = 151) completed a five-factor measure of trait personality, and retrospectively reported seven situations from the previous week, giving state personality and appraisal ratings for each situation. Results indicated that: (a) trait neuroticism and extraversion predicted average levels of state neuroticism and extraversion respectively, and (b) five of the examined appraisal dimensions predicted one, or both of the state neuroticism and extraversion personality domains. However, trait personality did not moderate the relationship between appraisals and state personality. It is concluded that appraisal dimensions of emotion may provide a useful taxonomy for quantifying and comparing situations, and predicting state personality.

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