scholarly journals Student achievement emotions: Examining the role of frequent online assessment

2021 ◽  
pp. 75-87
Author(s):  
Kaitlin Riegel ◽  
Tanya Evans
Keyword(s):  
Higher Education ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Value Theory ◽  
Online Assessment ◽  
Achievement Emotions ◽  
Control Value ◽  
Qualitative Approaches ◽  
Positive Assessment

The rapid inclusion of online assessment in higher education has left a void in investigating the relationship this form of assessment has with student emotions. This study examines the influence of frequent online assessment on student emotions in a university setting using a mixed-methods approach. Students' emotions in an online quiz and a traditional classroom test in a second-year mathematics course (n = 91) were analysed using both quantitative and qualitative approaches, through the lens of the control-value theory. The study used an adaptation of the Achievement Emotions Questionnaire (AEQ) to collect data on reported student emotions in both assessments, as well as qualitative data on student’s views of the frequent online assessment. Students reported higher levels of positive emotions and lower levels of negative emotions in an online quiz compared to the test, and we attempted to identify sources of these differences. The findings are discussed together with implications for habitualisation of assessment emotions. Practically grounded generalisations are outlined as opportunities for disrupting negative emotions and reaffirming positive emotions, which are suitable for implementation in higher education on a broad scale. Implications for practice or policy: For educators designing tertiary assessment aimed at promoting positive and reducing negative emotions, we advise incorporating features that students perceive as allowing them greater control over obtaining success. Specifically, we advise incorporating frequent low stakes online quizzes into tertiary courses. These present opportunities for students to habitualise positive assessment-related emotions, which correlate with performance and constructs such as self-efficacy. The Achievement Emotions Questionnaires (AEQ) can be adapted to investigate achievement emotions in different forms of assessment.

scholarly journals Examining the Role of Enjoyment, Anxiety, and Emotional Intelligence Online Graduate Students' Self-Regulated Learning

2020 ◽  
Author(s):  
Achraf Touati
Keyword(s):  
Emotional Intelligence ◽  
Online Learning ◽  
Graduate Students ◽  
Value Theory ◽  
Theory And Practice ◽  
Achievement Emotions ◽  
Self Regulated Learning ◽  
Control Value ◽  
Regulated Learning

As online learning continues to grow, particularly amid the COVID pandemic, so too has interest among educational practitioners and researchers to understand the personal and contextual factors that shape students’ emotions in these environments. The control-value theory of achievement emotions has emerged as a useful framework for examining the antecedents and consequences of different emotions that students experience in online learning. The purpose of the present study was to validate the assumptions of the control-value theory in an asynchronous online graduate program, and to examine the role of emotional intelligence in this social-cognitive process. Data were collected from 102 graduate students enrolled at a public university in the United States. Results showed that online self-efficacy was a significant predictor of achievement emotions (enjoyment and anxiety). However, student value appraisals of the online program only predicted anxiety. Hierarchical regression analyses also revealed that only anxiety was a significant predictor of self-regulated learning. Further moderation analyses were conducted and showed that emotional intelligence moderated the relationships between achievement emotions and self-regulated learning. The implications for research, theory, and practice are discussed.

scholarly journals Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)

2020 ◽  
Vol 17 (12) ◽  
pp. 4560
Author(s):  
Sebastián Fierro-Suero ◽  
Bartolomé J. Almagro ◽  
Pedro Sáenz-López
Keyword(s):  
Factor Analysis ◽  
Regression Analysis ◽  
Physical Education ◽  
Temporal Stability ◽  
Value Theory ◽  
Education Students ◽  
Achievement Emotions ◽  
Control Value ◽  
Confirmatory Factor

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.

scholarly journals Foreign studies of learning motivation: XXI century

2018 ◽  
Vol 7 (2) ◽  
pp. 100-113 ◽  
Author(s):  
M.G. Nikitskaya ◽  
N.N. Tolstykh
Keyword(s):  
Goal Setting ◽  
Attribution Theory ◽  
Academic Motivation ◽  
Possible Selves ◽  
Implicit Theories ◽  
The United States ◽  
Value Theory ◽  
Achievement Emotions ◽  
Control Value

The article provides an overview of foreign (Western) researches in the field of academic motivation conducted in the United States, Europe and Canada over the past two decades. It presents the main provisions of the twelve most influential theories: Control-value theory of achievement emotions, Achievement goal theory, Attribution theory, Expectancy-value theory, Goal-setting theory, Theory of interest, Need for achievement theory, Possible selves theory, Self-determination theory, Self-efficacy theory, Social belongingness theory, Transformative experience theory, and also the Implicit theories of intelligence. Some of these theories appeared long ago, often more than half a century ago, but were subsequently expanded and/or modified. Some are articulated in recent years. In most theories of great importance is attached to the role of cognitions and cognitive processes in the process of learning, to the role of goal-setting, emotions in general, as well as to the student's identity and his/her relationships with parents, teachers and peers

scholarly journals When election expectations fail: Polarized perceptions of election legitimacy increase with accumulating evidence of election outcomes and with polarized media

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0259473
Author(s):  
Marrissa D. Grant ◽  
Alexandra Flores ◽  
Eric J. Pedersen ◽  
David K. Sherman ◽  
Leaf Van Boven
Keyword(s):  
Cognitive Dissonance ◽  
Positive Emotions ◽  
Negative Emotions ◽  
The United States ◽  
Fox News ◽  
The Media ◽  
Democrats And Republicans ◽  
Dissonance Theory ◽  
Over Time

The present study, conducted immediately after the 2020 presidential election in the United States, examined whether Democrats’ and Republicans’ polarized assessments of election legitimacy increased over time. In a naturalistic survey experiment, people (N = 1,236) were randomly surveyed either during the week following Election Day, with votes cast but the outcome unknown, or during the following week, after President Joseph Biden was widely declared the winner. The design unconfounded the election outcome announcement from the vote itself, allowing more precise testing of predictions derived from cognitive dissonance theory. As predicted, perceived election legitimacy increased among Democrats, from the first to the second week following Election Day, as their expected Biden win was confirmed, whereas perceived election legitimacy decreased among Republicans as their expected President Trump win was disconfirmed. From the first to the second week following Election Day, Republicans reported stronger negative emotions and weaker positive emotions while Democrats reported stronger positive emotions and weaker negative emotions. The polarized perceptions of election legitimacy were correlated with the tendencies to trust and consume polarized media. Consumption of Fox News was associated with lowered perceptions of election legitimacy over time whereas consumption of other outlets was associated with higher perceptions of election legitimacy over time. Discussion centers on the role of the media in the experience of cognitive dissonance and the implications of polarized perceptions of election legitimacy for psychology, political science, and the future of democratic society.

The role of emotions and social influences on consumer loyalty towards online travel communities

2016 ◽  
Vol 26 (5) ◽  
pp. 534-558 ◽  
Author(s):  
Carla Ruiz-Mafe ◽  
Jose Tronch ◽  
Silvia Sanz-Blas
Keyword(s):  
Social Presence ◽  
Perceived Risk ◽  
Positive Emotions ◽  
Social Influences ◽  
Negative Emotions ◽  
Subjective Norm ◽  
Content Type ◽  
Interpersonal Influences ◽  
Online Travel

Purpose The purpose of this paper is to analyse the role of emotions and social influences on loyalty formation towards online travel communities. Design/methodology/approach The individual (perceived risk) and social (subjective norm and social presence) antecedents of emotions as well as the impact of emotions on attitude and loyalty towards online travel communities are tested through structural equation modelling techniques. The sample consists of 385 active users of online travel communities in Spain. Findings Data analysis shows that perceived privacy and security risk elicit negative emotions such as stress, frustration and fear towards the online travel community. Normative influences (subjective norm) and feeling the presence of other community members (social presence) boost positive emotions towards the online travel community. Interpersonal influences have a positive effect on subjective norm but not external influences. Positive and negative emotions affect preferences towards the online travel community (attitudes) as proposed by social impact theory. Subjective norm and attitude have a direct influence on loyalty towards an online travel community, confirming previous research grounded on theory of reasoned action models. Originality/value Despite the crucial impact of consumers’ affective states on loyalty formation, research on social media is mainly focused on the technological nature of consumer information exchanges, neglecting other drivers of consumer behaviour beyond the technology employed. This paper develops a model that integrates the relationships between consumer emotions and their individual (perceived risk) and social (social presence and subjective norm) antecedents and outcome variables (attitude and loyalty). The role of social influences is analysed, assessing the conjoint impact of one-way communication (interpersonal influences and mass media) and Web 2.0 communications (social presence) on positive emotions and loyalty formation towards the online travel community.

The Control-Value Theory of Achievement Emotions

2007 ◽  
pp. 13-36 ◽  
Author(s):  
Reinhard Pekrun ◽  
Anne C. Frenzel ◽  
Thomas Goetz ◽  
Raymond P. Perry
Keyword(s):  
Value Theory ◽  
Achievement Emotions ◽  
Control Value

Cognitive and social mechanisms: the role of emotions in creativity through work-based learning from a functionalist perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wei Liu ◽  
Jing Wei Li ◽  
Qi Wei Zhou
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Employee Creativity ◽  
Learning Mechanisms ◽  
Mediation Effects ◽  
Content Type ◽  
Negatively Associated ◽  
Chinese Company ◽  
Positive And Negative Emotions

Purpose From a functionalist perspective, this study aims to examine empirically how positive and negative emotions can exert influence on creativity in the workplace. This study built and tested a theoretical framework that delineates the effect of emotions on employee creativity through different learning mechanisms. Design/methodology/approach Field surveys were conducted in a Chinese company and data were collected from 340 employee-supervisor dyads. Findings The results indicate that positive emotions were positively related to task-related learning and interactional learning, both of which promote employee creativity. Task-related learning mediated the association between positive emotions and creativity. Nevertheless, negative emotions hindered employees from interactional learning and were negatively associated with creativity. Interactional learning mediated the association between negative emotions and creativity. Moreover, the interaction between positive and negative emotions was negatively associated with task-related learning. Originality/value This study contributes to the literature on emotions and employee learning by demonstrating the value of using a functionalist perspective through different procedural mechanisms for employee outcomes and exploring the mediation effects of different learning behaviors in promoting creativity.

Role of brand attachment in customers’ evaluation of service failure

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jose Luis Saavedra Torres ◽  
Monika Rawal ◽  
Ramin Bagherzadeh
Keyword(s):  
Customer Service ◽  
Positive Emotions ◽  
Service Failure ◽  
Negative Emotions ◽  
Research Question ◽  
Brand Attachment ◽  
Content Type ◽  
Coping Tactics ◽  
Practical Implications

Purpose This paper aims to examine the role of brand attachment as a relevant construct in customers’ evaluation after they face a service failure which impacts future consumer behaviors. It mainly answers the research question: does brand attachment cushion or amplify the effect of service failure on customers’ negative emotions? Design/methodology/approach A 2 × 2 × 2 experimental design was conducted. Data analysis was performed with ANOVA and moderated mediation. Findings Customer’s feelings toward a brand (brand attachment) that existed before a service failure occurred can regulate customer’s negative emotions especially when consumer attribute service failure to a controllable cause. This process minimizes the effect of service failure in customer’s satisfaction and consequently increase customer behaviors like word of mouth and loyalty intentions. Research limitations/implications Adding perceived intentionality as a service failure’s attribution could provide another layer of explanation of customer behavior. Also, an expanded study using a sector characterized by higher cost of change and permanent consumption could provide result’s generalizability. Practical implications Brand attachment should be included in the customer service strategy. In a service failure situation, brand attachment becomes part of the “service customer policy” helping customers to regulate their negative emotions. Originality/value This study fills the knowledge gap regarding the role of customers’ positive emotions toward brands when a service failure occurs. The current study extends branding literature by differentiating brand attachment role from coping tactics.

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