Results 261 to 270 of about 1,854,921 (303)

Achievement emotions and control-value appraisals in foreign language learning

Journal of Multilingual and Multicultural Development, 2023
The study intended to describe profiles of three achievement emotions (enjoyment, boredom, anxiety), their associations with each other and with control-value appraisals within the framework of the control-value theory. A total of 2002 Chinese university
Chengchen Li, M. Pawlak, Mariusz Kruk
semanticscholar   +1 more source

Perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students

, 2021
Teacher support plays a role in promoting students’ motivations in the academic settings, but little is known about how teacher support impacts students’ creative self-efficacy.
Xiaoxian Liu, Shaoying Gong, Hongpo Zhang, Quanlei Yu, Zhijin Zhou   +4 more
semanticscholar   +1 more source

Development of Achievement Emotions

2022
Abstract Children and adolescents frequently experience emotions such as enjoyment, hope, pride, anger, anxiety, shame, or boredom in school. Similarly, achievement situations at work or in sports during adulthood can evoke intense emotions.
openaire   +3 more sources

Discrete achievement emotions as mediators between achievement goals and academic engagement of Singapore students

Educational Psychology, 2022
This study investigated discrete achievement emotions (enjoyment, pride, boredom, and anxiety) as simultaneous mediators between achievement goals (mastery goals, performance-approach goals, and performance-avoidance goals) and academic engagement ...
Zhiqiang Luo, Wenshu Luo
semanticscholar   +1 more source

Integrating Artificial Intelligence (AI) Into the English as a Foreign Language Classroom: Exploring Its Impact on Students' Achievement Emotions and Willingness to Communicate (WTC)

European Journal of Education
This intervention study strived to uncover the significance of Artificial Intelligence (AI) in L2 classrooms by exploring its impact on English language learners' achievement emotions and willingness to communicate (WTC).
Yuang Chen, Yongbi Zhi, Ali Derakhshan
semanticscholar   +1 more source

A brief measure for school-related achievement emotions: The achievement Emotions Adjective List (AEAL) for secondary students

European Journal of Developmental Psychology, 2021
The Achievement Emotions Adjective List (AEAL) is a brief self-report multi-item questionnaire deputed to assess ten achievement emotions, namely enjoyment, pride, hope, relief, relaxation, anxiety...
Raccanello D., Brondino M., Crescentini A., Castelli L., Calvo S.   +4 more
openaire   +2 more sources

Achievement Goals and Emotions

The Journal of Psychology, 2013
The present investigation examined the influence of three antecedents (fear of failure, personal standards, and concern over mistakes) on achievement goals and also the influence of achievement goals on two affective outcomes (enjoyment and hope). Participants were 204 tennis players from Mexico.
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Emotional Factors and Academic Achievement

Review of Educational Research, 1959
disorders. Notwithstanding the warning of Redl and Jacobson (106) that the term emotionally disturbed is too broad to have any practical meaning, the emotionally disturbed child and the socially maladjusted child are defined in the 1959 edition of the Dictionary of Education (49). The emotionally disturbed category includes all children needing special
Eli M. Bower, Jack A. Holmes
openaire   +1 more source

Engagement and willingness to communicate in the L2 classroom: identifying the latent profiles and their relationships with achievement emotions

Journal of Multilingual and Multicultural Development
Engagement and willingness to communicate (WTC) are crucial elements for second language (L2) learning. However, little is written about whether L2 learners demonstrate heterogeneous patterns of engagement and WTC in the classroom.
Yongliang Wang, Hanwei Wu, Yunsong Wang
semanticscholar   +1 more source

Mediating effects of achievement emotions between peer support and learning satisfaction in graduate nursing students.

Nurse Education in Practice, 2021
Graduate nursing students experience considerable stress due to their multiple responsibilities, including professional responsibilities, graduate coursework and family commitments.
M. Lee, Hyunjoo Na, Bo-Reum Kim, S. Y. Kim, Jeing-Hun Park, J. Choi   +5 more
semanticscholar   +1 more source