پديد آورندگان :
نيكدل، فريبرز نويسنده عضو هيات علمي , , كديور، پروين نويسنده عضو هيات علمي , , فرزاد، ولياله نويسنده استاد دانشگاه تربيت معلم Farzad, Valiollah , عربزاده، مهدي نويسنده دانشجوي دكتري روان شناسي تربيتي , , كاوسيان، جواد نويسنده عضو هيات علمي ,
چكيده لاتين :
Introduction
Students experience various types of emotions in educational settings. The emotions are related to the students’ motivation, learning strategies, cognitive resources, self-regulation of learning, and academic achievements and they affect students’ mental and physical health (Pekrun, 2006). Despite this significant role of emotions, it has not received considerable attention in studies on motivation and education. The Control-Value Theory of achievement emotion (Pekrun, 2000; Pekrun et al., 2002a; 2002b) proposes a coherent and integrated framework for explaining and analyzing the antecedents and effects of experienced emotions in academic contexts. Pekrun and his colleagues define emotions as a set of interrelated psychological processes that include affections, cognitions, motivational and psychological elements, and physiological responses. For example, test anxiety emotion includes discomfort (affection dimension), worry (cognitive), a tendency toward avoidance (motivational) as well as specific facial expressions and physiological responses. Besides, Pekrun and his colleagues (2002a) propose that achievement emotions are directly related to the achievement activities or achievement results. This definition implies that the emotions relevant to the education could also be categorized under the term achievement emotions. The enjoyment caused by learning, the boredom from classroom teachings, failures, and the nervousness due to difficult homework are among the instances of achievement emotions. The Control-Value Theory by Pekrun and his colleagues (2002a, 2006) admits that the structure of students’ goals is among the most significant individual antecedents in the formation of control and value evaluations and hence academic emotions. Pekrun and his colleagues (2006) assume that the achievement goals facilitate the evaluations relevant to the underlying control and value for achievement emotions; consequently they affect the emotions. The mastery goals engage students in learning activities while performance goals make the students focus on the outcomes of performance. Also, Pekrun (2006) proposes that the mastery goals trigger the positive emotions for activities (enjoying the learning), and reduce the negative emotions (boredom). The performance goals foster positive emotions (hope and pride) while avoidance goals stimulate the negative emotions (anxiety and disappointment). Pekrun’s model (2006) describes the prominent role of emotions in autonomous learning in students. This model (1992) suggests that the effects of emotions on learning and achievement are caused by a set of cognitive and motivational mediator mechanisms. These mediators include: motivation for learning, learning strategies, cognitive resources, and the most important of all, learning autonomy. The significant question raised here is whether, as Pekrun (2006) confirms, the academic emotions are the mediators in the relationship between goal-orientation of students and their self-regulation of learning. On the other hand, the goals also play a prominent role in the process of self-regulation of learning. In fact, the process of self-regulation of learning begins with goals. The experts in the field of self-regulation of learning (such as Zimmerman, Pintrich, Boekaerts, & Bandura) have emphasized the significance of the role of goals in self-regulation of learning. Several studies have confirmed the relationship between the students’ goal-orientation and self-regulation of learning (Karshki, 2008; Arabzadeh, 2008; Noshadi, 2006; Gholami, 2003). Along with the model proposed by Pekrun (2006) for the relationship between academic emotions and self-regulation of learning, and based on the relationship between goal-orientation and academic emotions and self-regulation of learning, the present study suggests Model (1). In this new model, there are direct and indirect relationships between goal-orientation and academic emotions and self-regulation. For example, in agreement with the theoretical and experimental evidence applied in the present study, it is assumed that goal-orientation affects the self-regulation of learning through positive and negative academic emotions. Consequently, the present study mainly aims to see whether the collected data would support the assumed model.
Figure 1: The model proposed by the present study
Research Methods
This study could be categorized under the causal non-experimental studies. In these types of study, the researchers try to evaluate the causal relationships through non-experimental approaches. In this study, the relationships were investigated through structural equation modeling on the basis of the correlations obtained from variables under the study. The population for this study included all of the school boys and girls from Tehran high schools in 2009-2010. That is, the population included all of the high school students who were high school students in 2009-2010 in Tehran. A sample of 840 students was selected from the mentioned population. The participants were selected though multi-stage cluster sampling. After administering and collecting the questionnaires (Academic Goal Orientation Questionnaire, Academic Emotions Questionnaire, the Self-Regulated Learning Scale), 112 incomplete questionnaires or the questionnaires that were answered carelessly were excluded.
Results
The results of path analysis indicated that except for the direct effect of mastery goal-orientation on the cognitive strategies of learning self-regulation, the direct effects of none of the exogenous variables indicated significance effects on cognitive and meta-cognitive strategies. The indirect effects of all the exogenous variables (through positive and negative emotions) on the self-regulation strategies of learning were significant. The direct effects of all the exogenous variables were significant on positive emotions. The exogenous variables of mastery and achievement-avoidance goal-orientation showed significant effects on negative emotions but achievement-approach goal-orientation showed no significant effects on the negative emotions. In sum, the results showed that academic emotions could have a mediator role in goal-orientation and self-regulation of learning. To evaluate the model, multiple indexes of fitness were used which indicated that there existed fitness between the models and data.
Discussion and Conclusion
The results obtained by this study clearly show the mediating role of academic emotions. That is, the degree of relationship among the exogenous variables of the study and the cognitive and meta-cognitive self-regulation strategies are influenced by the academic emotions. The results of the study were predictable with regard to the theoretical and research foundations of this study and they are in agreement with the cognitive-social model by Pekrun. The emotions intervene in all the learning activities and mediate the effects of various individual and environmental variables. Generally, the findings of the present study support the critical role of mastery goals in motivating positive emotions and self-regulation of learning. As a result, the academic environment should encourage mastery goals and positive emotions in students. This study provides the relevant recommendations as follows: 1. The learning and mastery activities should be valued along with the expectations according to the students’ abilities. 2. The students’ awareness should be raised about errors and mistakes as part of the learning process so that they would focus less on the consequences of failure and more on mastery goals. 3. The class should facilitate attainment of personal goals as well as the curriculum goals by the students.
Keywords: achievement goals, positive and negative emotions, self-regulation of learning strategies, structural model.
