The Relation of Classroom Instructional Quality and Cognitive Appraisals with Academic Emotions and its Motivational Outcomes
Subject Areas : PsychologyZeinab Rabbani 1 , Siavash Talepasand 2 , Eśhagh Rahimian Boogar 3 , Mohammad Ali Mohammadifar 4
1 -
2 -
3 -
4 -
Keywords: academic emotions, instructional quality, cognitive appraisals, self-determined motivation, Pekrun’s control- value theory,
Abstract :
The aim of present study was to investigate the relationship between the quality of classroom instruction and cognitive appraisals with academic emotions and their motivational outcomes, based on Pekrun’s control- value theory. The participants were 586 nine grade students (male and female) in Tehran that selected using multistage cluster sampling method. The participants completed five questionnaires, Academic Emotions Questionnaire (AEQ), Academic Motivation Scale (AMS), Academic Control Scale, Cognitive Activation Questionnaires and Perceived Teacher Feedback, Questionnaire and four scales, task difficulty, task value, mastery evaluation and Teacher’s Quality of Teaching Scale. The relation between variables were examined by a structural equation modeling and tested with path analysis method that the model was confirmed. The results of path analysis showed that cognitive activation, task difficulty, mastery evaluation and achievement feedback had significant and direct effects on cognitive evaluations. Cognitive activation and task difficulty had direct and indirect significant effects on positive and negative emotions and self-determined motivation, through mediatory variables. Achievement feedback had a significant direct effect on positive emotions and it had indirect significant effects on negative emotions and self-determined motivation. However teacher instruction quality had only a direct effect on negative emotions and an indirect effect on self-determined motivation. Also academic control and task value had significant effects on positive and negative emotions and self-determined motivation, and this emotions had significant effect on self-determined motivation. Therefore instructional quality as classroom environmental factor affect on cognitive appraisals and they are both determinants of positive and negative emotions experienced in classroom, And these emotions affect on self-determined motivation of students
اژه ای، جواد؛ ویسانی، مختار؛ سیادت، سمیه سادات؛ خضری آذر، هیمن (0931). انگیزش تحصیلی و اضطراب آمار: بررسی نقش میانجی راهبردهاي یادگیري، مجلۀ روانشناسی،85، 51(21).
حجازی، الهه؛ نقش، زهرا؛ سنگری، علی اکبر (8831). ادراک از ساختار کلاس و پيشرفت تحصيلي رياضي: نقش واسطه اي متغيرهاي انگيزشي و شناختي، مطالعات روان شناختي، دانشكدة علوم تربيتي و روان شناسي دانشگاه الزهرا، 5 (4).
حسینی، فخری السادات؛ طالع پسند، سیاوش و بیگدلی، ایمان اله (9831). نقش مؤلفه های انتظار - ارزش بر پیشرفت شیمی دانش آموزان، روان شناسي تربيتي(روانشناسي و علوم تربيتی)، ۶(81). 93-96.
حسيني، فريده سادات؛ خير، محمد (9831). بررسي نقش معلم در هيجانات تحصيلي رياضي و تنظيم هيجاني دانش آموزان. فصلنامه علمي پژوهشي روانشناسي دانشگاه تبريز، 5 (02).
حسيني، فريده سادات؛ خير، محمد (0931). نقش ارزيابي شناختي در تبيين رابطه ابعاد فرزندپروري با هيجانات تحصيلي رياضي و تنظيم هيجاني، مجلة مطالعات آموزش و يادگيری، 3(1)، پياپي 2/06.
سیف، دیبا و لطیفیان، مرتضی (3831). بررسی رابطه باورهای انگیزشی و راهبردهای خود نظم دهی دانشجویان در درس ریاضی. مجله روانشناسی. 8 (02)،024-404.
کدیور، پروین؛ فرزاد، ولی الله ؛ کاوسیان، جواد و فریبرز نیکدل (8831). رواسازی پرسشنامه هیجان های تحصیلی پکران. فصلنامۀ نوآوری های آموزشی، 8(23).
میولر، رالف. ا. (9831). پایه های اساسی مدل یابی معادلات ساختاری، ترجمه سیاوش طالع پسند، سمنان، انتشارات دانشگاه سمنان.
Artino JR, A. R., Holmboe, E.S. & Durning, S. J. (2012). Control-value theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64. Medical Teacher. 34, 148-160.
Blackburn, M, (1998). Academic cheating, Unpublished doctoral dissertation, University of Oklahoma.
Burge, B., Lenkeit, J. and Sizmur, J. (2015).PISA in Practice: Cognitive Activation in Maths. Slough: NFER.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.). Perspectives on motivation, Nebraska Symposium on motivation, 38, 237- 288. Lincoln: University of Nebraska Press.
Deci, E. L., & Ryan, R. M. (2002). Self-determination research: Reflections and future directions. In E. L. Deci & R. M. Ryan (Eds.), Handbook on self-determination research ,431–441, Rochester, NY: University of Rochester Press.
Elliot,A.J., & Pekrun, R. (2007). Emotion in the hierarchical model of approach-avoidance achievement motivation. In P. A. Schutz & R. Pekrun (Eds.)(2007), Emotion in education, 53-69, San Diego: Elsevier Inc.
Garcia Duncan, T. & McKeachie, W. J. (2005). The Making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), 117–128.
Gläser-Zikuda, M., Stuchlíková, I. & Janík, T.(2013). Emotional Aspects of Learning and Teaching: Reviewing the Field Discussing the Issues. Toretical and research papers, Orbis Scholae,7(2),7−22.
Guay, F., & Vallerand, R. J. (1997). Social context, students’ motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1, 211-233.
Klieme, E., Pauli, C. and Reusser, K. (2009). The Pythagoras Study: Investigating effects of teaching and learning in Swiss and German classrooms. In: Janik, T. & Seidel, T.(Eds) The power of video studies in investigating teaching and learning in the classroom. Munster: Waxmann Verlag.
Kyriakides, L, Campbell, R. J., & Gagatasis, A. (2000). The significance of the classroom effect in primery school: An application of Creemers’ comprehensive model of educational effectiveness. School Effectiveness and School Improvement, 11, 501-529.
Lipowsky, F., Rakoczy K., Pauli C., Drollinger-Vetter, B. , Eckhard Kl., & Reusser , K. (2009). Quality of geometry instruction and its short-term impact on students’ under-standing of the Pythagorean Theorem. Learning and Instruction, 19,527-537.
Nicaise,V., Cogerino,G., Bois, J. & Amorose, A.,J.(2006). Students’ Perceptions of Teacher Feedback and Physical Competence in Physical EducationClasses: Gender Effects. Journal of Teaching in Physical Education, 25,36-57.
OECD (2013). PISA 2012 Assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. Paris: OECD Publishing [online]. Available: http://www.oecdilibrary.org/education/pisa-2012-assessment-andanalytical.
Pekrun R, Frenzel A.C, Goetz T, & Perry R.P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In: Schutz PA, Pekrun R,(Eds). Emotion in education. Burlington, MA: Academic Press, 13–36.
Pekrun R, & Stephens EJ. (2010). Achievement emotions: A control-value approach. Social and Personality Psychology Compass, 4(4), 238–255.
Pekrun, R. (2000). A social cognitive, control value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development, 143−163. Oxford, UK: Elsevier.
Pekrun, R. (2006). The Control- value theory of achievement emotions: Assumptions, corollaries, and implication for educational research and practice, Educational Psychology Review,18,315-341.
Pekrun, R., & Linnenbrink-Garcia, L. (2014). Handbook of emotions in education. New York: Taylor & Francis.
Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ). User’s manual. Munich, Germany: Department of Psychology, University of Munich.
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531–549.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in student’s self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91-105.
Pekrun, R., Cusack, A., Murayama, K. Elliot,A. J. & Thomas, K.(2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29, 115-124.
Perry, R. P., Haladkayi, S., Pekrun, R., & Pelletier, S. (2001). Academic control and action control in college students: A longitudinal field study. Journal of Educational Psychology, 93, 776- 789.
Ratelle. C. F , Guyay. F, Vallerand. R G. (2007). Autonomous, controlled, and a motivated types of academic motivation: A person-oriented analysis, Journal of Educational Psychology, 99(4),734-746.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology, 29, 271–360.New York: Academic Press.
Vallerand, R. J., Blais, M. R., Briere, N. M., & Pelletier, L. G. (1989). Construction et validation de l’Échelle de Motivation en Éducation (EME) [Construction and validation of the Academic Motivation Scale]. Canadian Journal of Behavioural Science, 21, 323-349.
Vallerand, R.J. (2001). A hierarchical model of intrinsic and extrinsic motivation in sport and exercise. In G.C. Roberts (Ed.), Advances in motivation in sport and exercise (263-320). Champaign, IL: Human Kinetics.
Vallerend, R.J., Pelletier, L.G., Blais,M.R., Briere, N.M., Senecal,C.,& Vallieres,E.F. (1992). The Academic Motivation Scale:A measure of intrinsic, extrinsic, and amotivation in education. Journal of Educational and Psychological Measurement, 52, 1003-1017.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology, 25, 68-81.