scholarly journals ACHIEVEMENT GOALS AND EXTRANEOUS LOAD PREDICT GERMANE LOAD: THE MEDIATING EFFECTS OF ACHIEVEMENT EMOTIONS

2021 ◽  
Vol 18 (No.2) ◽  
pp. 215-234
Author(s):  
Sunawan Sunawan ◽  
Sugiyo Sugiyo ◽  
Yuli Kurniawati Sugiyo Pranoto
Keyword(s):  
Cognitive Load ◽  
Achievement Goals ◽  
Structural Equation ◽  
Value Theory ◽  
Learning Performance ◽  
Similar Process ◽  
Equation Modeling ◽  
Achievement Emotions ◽  
Extraneous Load ◽  
Mastery Approach

Purpose – Achievement emotions have been shown to mediate the association between achievement goals and learning performance, but no research to date has tested whether there is a similar process in predicting germane cognitive load. Based on the control-value theory of academic emotions (Pekrun, 2006), the present study tested a model to determine whether goal orientation and extraneous load were mediated by achievement emotions in predicting germane load. Methodology – This survey study involved 487 voluntary university students (N = 487; 61% women; ages 17-23) who were enrolled in a statistics class and these study participants were selected using the cluster random sampling technique. They responded to three adapted scales which were translated into Bahasa Indonesia. The scales were, namely the Achievement Goal Questionnaire (AGQ), Achievement Emotions Questionnaire (AEQ), and Cognitive Load Questionnaire. Data were collected 20 minutes before the statistics class ended and the data was then analyzed using bootstraped bias corrected (CI = 95%; N=5000) in Structural Equation Modelling (SEM). Findings – The results of the structural equation modeling indicated that a mastery-approach goal was associated with higher germane load through higher enjoyment and lower anxiety, and a performance-avoidant goal was associated with lower germane load through higher anxiety. Moreover, extraneous load was negatively associated with germane load through enjoyment, but was positively associated with germane load through anxiety. Significance – These findings have implications in educational settings: for most students with a mastery-approach goal, and enjoyable activities are helpful, as with those that increase cognitive performance in processing learning information. The present research is the first study to show that achievement goals are linked to the capacity to process learning-relevant information, in part due to the emotions the student experiences in the learning environment.

scholarly journals Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis

2018 ◽  
Vol 55 (6) ◽  
pp. 1339-1368 ◽  
Author(s):  
David W. Putwain ◽  
Reinhard Pekrun ◽  
Laura J. Nicholson ◽  
Wendy Symes ◽  
Sandra Becker ◽  
...  
Keyword(s):  
Perceived Control ◽  
Structural Equation ◽  
Interaction Analysis ◽  
Intrinsic Value ◽  
Value Theory ◽  
Self Report ◽  
Equation Modeling ◽  
Achievement Emotions ◽  
Control Value ◽  
Self Report Data

Based on the control-value theory of achievement emotions, this longitudinal study examined students’ control-value appraisals as antecedents of their enjoyment and boredom in mathematics. Self-report data for appraisals and emotions were collected from 579 students in their final year of primary schooling over three waves. Data were analyzed using latent interaction structural equation modeling. Control-value appraisals predicted emotions interactively depending on which specific subjective value was paired with perceived control. Achievement value amplified the positive relation between perceived control and enjoyment, and intrinsic value reduced the negative relation between perceived control and boredom. These longitudinal findings demonstrate that control and value appraisals, and their interaction, are critically important for the development of students’ enjoyment and boredom over time.

scholarly journals Social psychological accounts of peer emotion transfer in EFL classrooms: A doubly latent multilevel analysis

2021 ◽  
pp. 136216882110115
Author(s):  
Kaiqi Shao ◽  
Brian Parkinson
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Structural Equation ◽  
Value Theory ◽  
Self Report ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Mediation Effects ◽  
Achievement Emotions ◽  
Efl Classrooms

Based on theories of emotion contagion and social appraisal in interpersonal affect transfer and the control-value theory of achievement emotions, the present study examined associations between students’ perceptions of peer emotions and their own self-perceived emotions in English as a foreign language (EFL) classrooms. Data were collected from 103 seventh to ninth grade classrooms ( n = 3,643) using self-report questionnaires. Doubly latent multilevel structural equation modeling showed that perceived peer enjoyment, anxiety and boredom, and students’ corresponding emotions for language learning, were positively related and that the effects of perceived peer enjoyment, anxiety and boredom on corresponding student emotions were mediated by control and value appraisals at the individual level. At the class level, however, the mediation effects were only significant for control appraisal as a mediator of effects on anxiety and value appraisal as a mediator of effects on boredom. Effects were robust across grade level, gender and previous language achievement. The discussion centers on the practical implications of peer emotion interactions for promoting foreign language development in classroom instruction.

scholarly journals Understanding Consumers’ Purchase Intention for Online Paid Knowledge: A Customer Value Perspective

2019 ◽  
Vol 11 (19) ◽  
pp. 5420 ◽  
Author(s):  
Luyan Su ◽  
Ying Li ◽  
Wenli Li
Keyword(s):  
Purchase Intention ◽  
Customer Value ◽  
Structural Equation ◽  
Value Theory ◽  
Three Dimensions ◽  
Equation Modeling ◽  
The Sustainable Development ◽  
New Business ◽  
Customer Values ◽  
Value Functional

Online knowledge platforms have been undergoing a transformation from providing free knowledge to online paid knowledge (OPK). As customers play a key role in the sustainable development and success of the new business model, we focused on the factors that drive consumers’ online knowledge purchase intention. Drawing on the cognitive–affective–conative framework and customer value theory, we propose that consumers rationally evaluate the customer values of OPK in the cognitive stage, followed by generating trust and identification in the affective stage, then leading to a purchase decision. Six factors were extracted from three dimensions of customer value: Functional, emotional, and social values. The hypotheses were tested using survey data obtained from 504 respondents using structural equation modeling. The findings confirm that customer value and identification with the knowledge contributor significantly influence trust in OPK. Trust in OPK and identification with the knowledge contributor both significantly influence purchase intention, whereas trust in the platform neither influences consumers’ trust in OPK nor purchase intention. The findings of this study will help OPK platforms to increase their sales of knowledge products.

Winning engaged consumers

2019 ◽  
Vol 33 (2) ◽  
pp. 456-476 ◽  
Author(s):  
Saleh Bazi ◽  
Alireza Hajli ◽  
Nick Hajli ◽  
Mohana Shanmugam ◽  
Xiaolin Lin
Keyword(s):  
Social Support ◽  
Information Sharing ◽  
Information Exchange ◽  
Structural Equation ◽  
Structural Model ◽  
Value Theory ◽  
Equation Modeling ◽  
Social Commerce ◽  
Content Type ◽  
Brand Engagement

Purpose Under the sunlight of social commerce, few concepts have blossomed like value co-creation. But when blurred strategies are implemented, the opportunity to wilt a brand is high. To avoid the miscues and the controversies, an ascendant step is to engage consumers with social commerce sites. The purpose of this paper is to propose three antecedents to engage consumers with social commerce sites, namely, social support, social commerce value and social commerce information sharing, and the effect of brand engagement on the intention of brand co-creation. Design/methodology/approach This study used survey data from 234 Iranians with experience using social commerce sites. Variance-based structural equation modeling using the partial least squares path modeling approach was adopted to analyze the structural model. Findings The authors found that social support, social commerce value and social commerce information sharing positively foster brand engagement. The study also revealed that brand engagement is a significant predictor of brand co-creation intention. Originality/value The study is the first study that considers and explains brand engagement from social support theory, social commerce value theory and social commerce information exchange. Also, the study shows how consumers can be an integral part of a brand. Unlike other studies which were done in industrialized countries, this study was employed in Iran.

scholarly journals Achievement Goals, Competition Appraisals, and the Psychological and Emotional Welfare of Sport Participants

2008 ◽  
Vol 30 (3) ◽  
pp. 302-322 ◽  
Author(s):  
James W. Adie ◽  
Joan L. Duda ◽  
Nikos Ntoumanis
Keyword(s):  
Achievement Goals ◽  
Structural Equation ◽  
Cognitive Appraisals ◽  
Well Being ◽  
Self Esteem ◽  
Equation Modeling ◽  
Sport Competition ◽  
Threat Appraisals ◽  
Challenge And Threat ◽  
And Performance

Grounded in the 2 × 2 achievement goal framework (Elliot & McGregor, 2001), a model was tested examining the hypothesized relationships between approach and avoidance (mastery and performance) goals, challenge and threat appraisals of sport competition, and positive and negative indices of well-being (i.e., self-esteem, positive, and negative affect). A further aim was to determine the degree to which the cognitive appraisals mediated the relationship between the four achievement goals and the indicators of athletes’ welfare. Finally, measurement and structural invariance was tested with respect to gender in the hypothesized model. An alternative model was also estimated specifying self-esteem as an antecedent of the four goals and cognitive appraisals. Four hundred and twenty-four team sport participants (Mage = 24.25) responded to a multisection questionnaire. Structural equation modeling analyses provided support for the hypothesized model only. Challenge and threat appraisals partially mediated the relationships observed between mastery-based goals and the well-being indicators. Lastly, the hypothesized model was found to be invariant across gender.

scholarly journals Higher Education Instructors’ Usage of and Learning From Student Evaluations of Teaching – Do Achievement Goals Matter?

2021 ◽  
Vol 12 ◽  
Author(s):  
Julia Hein ◽  
Stefan Janke ◽  
Raven Rinas ◽  
Martin Daumiller ◽  
Markus Dresel ◽  
...  
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
Structural Equation ◽  
Online Survey ◽  
Student Evaluations ◽  
Equation Modeling ◽  
Student Evaluations Of Teaching ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Avoidance Goals

Identifying what motivates and hinders higher education instructors in their self-regulated learning from student evaluations of teaching (SETs) is important for improving future teaching and facilitating student learning. According to models of self-regulated learning, we propose a model for the usage of SETs as a learning situation. In a longitudinal study, we investigate the associations between achievement goals and the usage of and learning from SETs in the context of higher education. In total, 407 higher education instructors (46.4% female; 38.60 years on average) with teaching commitments in Germany or Austria reported their achievement goals in an online survey. Out of these participants, 152 instructors voluntarily conducted SET(s) and subsequently reported their intentions to act on the feedback and improve future teaching in a short survey. Using structural equation modeling, we found, in line with our hypotheses, that learning avoidance, appearance approach, and appearance avoidance goals predicted whether instructors voluntarily conducted SET(s). As expected, learning approach and (avoidance) goals were positively associated with intentions to act on received SET-results and improve future teaching. These findings support our hypotheses, are in line with assumptions of self-regulated learning models, and highlight the importance of achievement goals for instructors’ voluntary usage of and intended learning from SET(s). To facilitate instructors’ learning from SET-results, our study constitutes a first step for future intervention studies to build on. Future researchers and practitioners might support instructors’ professional learning by encouraging them to reflect on their SET-results.

scholarly journals Leisure Satisfaction Influences Learning Performance Among Community College Students

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110672
Author(s):  
Yen-Ku Kuo ◽  
Jiun-Hao Wang ◽  
Tsung-Hsien Kuo ◽  
Li-An Ho
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Structural Equation ◽  
Learning Motivation ◽  
Learning Performance ◽  
Equation Modeling ◽  
Leisure Satisfaction ◽  
Model Learning ◽  
Learning Satisfaction

Many adults choose community college courses for continued learning to enrich themselves and satisfy their leisure needs, despite having completed formal education. We explored the relationship between learning motivation, learning satisfaction, leisure satisfaction, and learning performance among community college students attending classes in Taipei City. A total of 1,011 participants were recruited. Structural equation modeling was used to examine the validity of the questionnaires and test our hypotheses. Furthermore, we determined whether the two types of satisfaction acted as mediators by testing a dual mediation paths model. Learning motivation, learning satisfaction, leisure satisfaction, and learning performance were significantly and positively correlated. Additionally, learning and leisure satisfaction had complete mediating effects, with the indirect effect of learning satisfaction being relatively stronger than that of leisure satisfaction.

scholarly journals Understanding and Predicting Students’ Entrepreneurial Intention through Business Simulation Games: A Perspective of COVID-19

2021 ◽  
Vol 13 (4) ◽  
pp. 1838
Author(s):  
Salman Zulfiqar ◽  
Hamad A. Al-reshidi ◽  
Moteeb A. Al Moteri ◽  
Hafiz Muhammad Basit Feroz ◽  
Noraffandy Yahya ◽  
...  
Keyword(s):  
Technology Acceptance ◽  
Structural Equation ◽  
Online Teaching ◽  
Entrepreneurial Intention ◽  
Learning Performance ◽  
Equation Modeling ◽  
Teaching Methodology ◽  
Business Simulation ◽  
Simulation Games ◽  
The Impact

COVID-19 has disrupted educational institutes across the world. Teachers and students are now forced to teach and study online for an unidentified period, which severely hampers the learning capacity as well the student’s intention toward entrepreneurship. This study compared the impact of traditional teaching and teaching through online management simulation games on student learning performance and further leads to entrepreneurial intention. To further understand the desirability of business simulation games, we used the technology acceptance model (TAM) and extended it by employing knowledge sharing, knowledge application, learnability, perceived pleasure, and self-efficacy as exogenous variables. For this purpose, time-lagged data were collected from 277 students enrolled in entrepreneurship courses in public sector universities. To deal with homogeneity and generalizability issues, students from different collaborative universities were asked to participate in the study. Structural equation modeling was employed for analysis, where the results depict that the students learning performance was enhanced after using simulation games compared to regular theoretical online lectures, which further encouraged them to be entrepreneurs. We also concluded that simulation games are novel and effective online teaching methodology for students during a time of crisis. The study concludes with its theoretical, practical implications, and directions for future researchers.

scholarly journals When Teammates Are Viewed as Rivals: A Cross-National Investigation of Achievement Goals and Intrateam Moral Behavior

2012 ◽  
Vol 34 (4) ◽  
pp. 503-524 ◽  
Author(s):  
Ian D. Boardley ◽  
Ben Jackson
Keyword(s):  
Achievement Goals ◽  
Structural Equation ◽  
Moral Disengagement ◽  
Effective Interaction ◽  
Equation Modeling ◽  
Performance Achievement ◽  
Team Functioning ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals

This research aimed to (a) determine whether mastery and intrateam performance achievement goals predicted prosocial and antisocial teammate behavior, (b) explore whether effects of intrateam performance goals were mediated by moral disengagement, and (c) examine whether any effects (Study 2 only) were moderated by cohesion. In Study 1, team athletes (N = 282) from Australia completed questionnaires assessing the aforementioned variables. Structural equation modeling indicated that prosocial teammate behavior was positively predicted by mastery-approach goals, and negatively predicted by mastery- and intrateam performance-avoidance goals, whereas antisocial teammate behavior was positively predicted by intrateam performance-approach and -avoidance goals; these latter effects were mediated by moral disengagement. In Study 2, team athletes (N = 452) from the United Kingdom completed a measure of cohesion in addition to the Study 1 instruments; the analyses largely confirmed the Study 1 findings. However, the undesirable effect of mastery-avoidance goals on prosocial behavior seen in Study 1 was only apparent in Study 2 when individuals held strong perceptions of team cohesion. In sum, this investigation makes a novel contribution to the literature on team functioning in sport, being the first to explore how athletes’ normative goals relative to their teammates might shape effective interaction processes.

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