scholarly journals Ακαδημαϊκά συναισθήματα και κίνητρα για την ανάγνωση: προκαταρκτικά ευρήματα για την ανάπτυξη και τις μεταξύ τους σχέσεις στην παιδική ηλικία και την προεφηβεία

2021 ◽  
Vol 26 (1) ◽  
pp. 73
Author(s):  
Παναγιώτα Δημητροπούλου ◽  
Διαμάντω Φιλιππάτου ◽  
Ελισάβετ Χρυσοχόου ◽  
Πέτρος Ρούσσος ◽  
Ασημίνα Μ. Ράλλη ◽  
...  
Keyword(s):  
Elementary School ◽  
Middle Childhood ◽  
Positive Emotions ◽  
Self Regulation ◽  
Autonomous Motivation ◽  
Discussion Section ◽  
Academic Emotions ◽  
Achievement Emotions ◽  
Relevant Evidence ◽  
Age Appropriate

In recent years, there is an increased interest in exploring psycho-emotional dimensions of learning. Scholars emphasize the important roles of emotion and motivation, in parallel to cognitive functions, in facilitating performance and achievement at school. Within this framework, the present study aimed at offering preliminary findings regarding reading-related academic emotions and motivation in the middle childhood and pre-adolescence years; relevant evidence in the Greek context remains scarce. The sample consisted of students attending the 3rd (Ν = 85) and 5th (Ν = 76) grades of elementary school. Participants completed (a) the Achievement Emotions Questionnaire – Elementary School, (b) the Achievement Emotions – Questionnaire for Pre-adolescence, (c) the Motivation for Reading Questionnaire as well as (d) the Self-Regulation Questionnaire – Reading Motivation. The analyses revealed a decrease of motivation for pre-adolescents regarding reading in academic or recreational contexts. As far as academic emotions are concerned, the positive emotion of enjoyment for reading also decreased as a function of age. Furthermore, positive emotions were positively related with internal motives in contrast to negative emotions, which also correlated positively yet with external motives. The discussion section highlights the need for continuing this line of research, which could eventually inform the development of age-appropriate interventions in schools, aiming to boost autonomous motivation and positive affect connected with learning.

scholarly journals Positive Emotions in Education

Beyond Coping ◽  
2002 ◽  
pp. 149-174 ◽  
Author(s):  
Reinhard Pekrun ◽  
Thomas Goetz ◽  
Wolfram Titz ◽  
Raymond P. Perry
Keyword(s):  
Positive Emotions ◽  
Self Regulation ◽  
Value Theory ◽  
Social Origins ◽  
Academic Emotions ◽  
Control Value ◽  
The Impact

Chapter 8 explores positive emotions (such as hope or pride) in education. It outlines studies into the occurrence of positive academic emotions, measurement of positive academic emotions using the Academic Emotions Questionnaire (AEQ), the impact of positive emotions on students’ learning, self-regulation, and achievement, and cognitive and social origins of students’ positive emotions, including control-value theory.

Memorial Consequences of Environmental Context Change in Children and Adults

2010 ◽  
Vol 57 (6) ◽  
pp. 455-461 ◽  
Author(s):  
Alp Aslan ◽  
Anuscheh Samenieh ◽  
Tobias Staudigl ◽  
Karl-Heinz T. Bäuml
Keyword(s):  
Elementary School ◽  
Young Adults ◽  
Episodic Memory ◽  
Middle Childhood ◽  
First Graders ◽  
Fourth Graders ◽  
Environmental Context ◽  
Context Change ◽  
Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

Achievement Emotions Questionnaire--Elementary School

2012 ◽  
Author(s):  
Stephanie Lichtenfeld ◽  
Reinhard Pekrun ◽  
Robert H. Stupnisky ◽  
Kristina Reiss ◽  
Kou Murayama
Keyword(s):  
Elementary School ◽  
Achievement Emotions

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

scholarly journals Relationships between Academic Self-Efficacy, Learning-Related Emotions, and Metacognitive Learning Strategies with Academic Performance in Medical Students: A Structural Equation Model

2020 ◽  
Author(s):  
Ali Asghar Hayat ◽  
Karim Shatery ◽  
Mitra Amini ◽  
Nasrin Shokrpour
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Structural Equation ◽  
Positive Emotions ◽  
Mediating Effect ◽  
Academic Emotions ◽  
Metacognitive Learning ◽  
Academic Self Efficacy

Abstract Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effect of metacognitive learning strategies in the relationship between learning-related emotions and academic self-efficacy with academic performance in medical students. Methods: The present study was carried out on 279 students of medicine studying in Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. Results: The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their positive emotions and metacognitive learning strategies, and these in turn affect the students’ academic performance. Moreover, positive emotions influence the metacognitive learning strategies which in turn mediate the effect of positive emotions on the academic performance. Discussion: The results of this study revealed that metacognitive strategies can play a mediating role in the students’ self-efficacy, positive emotions, and academic performance. Therefore, in case we can strengthen the students’ self-efficacy and their positive academic emotions, their performance will improve.

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