Students' achievement emotions in university courses - does the teaching approach matter
Datos Bibliográficos
Students’ achievement emotions have an impact on learning and academic success. Therefore research on learning and teaching in higher education should not only focus on cognitive outcomes but on students’ emotions, as well. The aim of our quasi-experimental study was to analyze students’ achievement emotions based on the control-value approach in different instructional settings. An intervention was carried out with two teachers and 217 students referring to self-determination theory. We tested the influence of a student-oriented versus a teacher-centered approach on students’ experience of self-determination and their achievement emotions. The results show a generally high level of students’ positive achievement emotions. As expected, more autonomy and participation are experienced in student-oriented settings, but not more positive and less negative emotions than in teacher-centered settings. Main quantitative results are being discussed in terms of theoretical and methodological implications
Academic achievement · Autonomy · Cognition · Mathematics education · Pedagogy · Teaching method · Education, Achievement, and Giftedness · Evaluation of Teaching Practices · Motivation and Self-Concept in Sports · Psychology
Nonlinear Pedagogy Effect and Value of the City and New Technologies as a Didactic Resource in the Training of Future Teachers
Higher Education Future in the Era of Digital Transformation
Metadiscourse, knowledge advancement, and emotions in primary school students’ knowledge building
Language learners’ emotional dynamics
Boredom in online foreign language classrooms
First‐year students' achievement emotions at university
Unpacking changing emotions in multiple contexts
Inquiry on emotions in higher education
Appraisal Processes in Emotion
Optimal learning in optimal contexts
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction
Academic control and action control in the achievement of college students
Achievement goals and achievement emotions
Achievement Goals and Achievement Emotions
Statistical Power Analysis for the Behavioral Sciences
Relations between teachers' approaches to teaching and students' approaches to learning
Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice.
Measuring emotions in students’ learning and performance
The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.
Characteristics of teaching and students’ emotions in the classroom
The Control-Value Theory of Achievement Emotions
Individual interest and its implications for understanding intrinsic motivation
Construction et validation de l'échelle de motivation en éducation (EME).
Lecturers' approaches to teaching and their relationship to conceptions of good teaching
Academic Emotions in Students' Self-Regulated Learning and Achievement
Why Minimal Guidance During Instruction Does Not Work
The Control-Value Theory of Achievement Emotions
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
A meta-analytic review of achievement goal measures
Implementation quality
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
Autonomy and independence in language learning
Junior Teacher Internship
Development during adolescence
Antecedents and trajectories of achievement goals
| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 1,14 |
| Intervalo de citas | 2019 - 2025 (7) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |