Academic Emotions and Motivation

The role of emotions and task significance in Virtual Education

by Katerina Bohle Carbonell

This paper analyzed the role of emotions in a virtual world (Second Life) through students’ level of enjoyment and... more This paper analyzed the role of emotions in a virtual world (Second Life) through students’ level of enjoyment and boredom and their influence on students’ achievement level. The virtual world was an educational tool used to fully immerse students in the content of the course. In addition to supporting prior research on the importance of task value on academic enjoyment, the current research provides a new perspective on the relationship between academic emotions and academic success, particularly for virtual worlds. A regression analysis was conducted to measure the relationship of task value and emotions on two types of academic performance: Individual exam scores and team scores on their Second Life assignment. Pekrun's Academic Emotions Questionnaire (AEQ) was used to measure two academic emotions: boredom and enjoyment. Both academic emotions were measured on an individual level. Results from this study show that task value was positively related to enjoyment and negatively related to boredom, yet it was unrelated to academic performance. While enjoyment had a positive relationship to exam performance, boredom also had a positive relationship to the team assignment conducted in the virtual world. The possibility that students might have answered the AEQ relating to the theoretical aspects of the course instead of the practical aspects of the Second Life Assignment, may be one possible explanation for this result.

So Noxious a Premonition

by Mohamed Eno

Excerpted from my forthcoming volume Guilt of Otherness: A Brief Personal Memoir in Poetry

Strong and weak leadership exist everywhere, in every profession, and academia is not an exception. This verse is... more Strong and weak leadership exist everywhere, in every profession, and academia is not an exception. This verse is dedicated to all men and women academics who at some point in their professional life felt oppressed, frustrated or marginalized for one reason or another by the powers that be in their respective institutions.

Being happy, healthy and whole watching movies that affect our emotions

by Eva Oliveira

Being Happy, Healthy and Whole Watching Movies That Affect Our Emotions.
by: Teresa Chambel, Eva Oliveira, and Pedro Martins
In: ACII 1, Vol. 6974Springer (2011) , p. 35-45.

TURKISH VALIDATION OF THE EMOTIONAL APPROACH COPING SCALE

by Mithat Durak

The Emotional Approach Coping Scale is frequently used to assess coping, which consists of emotional processing and... more The Emotional Approach Coping Scale is frequently used to assess coping, which consists of emotional processing and emotional expression. The present aim was to examine the psychometric properties of this scale by utilizing two independent samples: university students (n = 481) and community members (n = 284). Based on goodness-of-fit indices in confirmatory factor analysis, a two-factor model yielded significant findings in these samples. The results of multi-group analysis revealed that the theoretical structure of the dispositional Emotional Approach Coping Scale was the same for men and women. In addition to sufficient internal consistency and test-retest reliability, the relationships between the Emotional Approach Coping Scale and five conceptually related measures (coping styles, positive affect, negative affect, depression, and trait anxiety) demonstrated concurrent validity. Furthermore, the present study provides a map of emotional approach coping styles in a non-Western culture.

Investigating the relationship between 'school-climate,' school-related outcomes, and academic self-concept for Australian, secondary school-aged same-sex attracted youth.

by Jacqueline Ullman

Presented at Australian Association for Research in Education (AARE) Annual Conference (2005)

Research has shown that the experiences of many same-sex attracted youth (SSAY) in secondary school are less than... more Research has shown that the experiences of many same-sex attracted youth (SSAY) in secondary school are less than ideal, often fraught with verbal and physical harassment and social isolation from peers.  School-based victimization of SSAY has been correlated
with negative mental health outcomes, drug and alcohol use, decreased academic outcomes and lowered tertiary aspirations.  In order to better meet the needs of SSAY in Australia’s secondary schools, this nationwide study examines the current school climate for same-sex attracted students, aged 14-19, through their reported experiences and perceptions using Spencer’s (1995) PVEST model as the theoretical guide.  A web-based
survey instrument, advertised through mainstream and l/g/b-orientated youth sources, was used to sample Australian SSAY (n=251).  The relationship between same-sex attracted students’ perceptions of their school climate toward homosexuality (including
the treatment of homosexual and bisexual students and topics), their connection to school community members and academic self-concept has been investigated.  Preliminary results are presented and discussed.

"In or 'Out?'": An Examination of the Effects of School Climate on Same-Sex Attracted Students in Australia

by Jacqueline Ullman

Doctoral Thesis, Awarded Sept. 2007

Research has shown that the school-based experiences of same-sex attracted (SSA) young people are frequently less than... more Research has shown that the school-based experiences of same-sex attracted (SSA) young people are frequently less than ideal, often fraught with verbal and physical harassment and social isolation from peers. School-based victimisation of SSA students has been correlated with their negative mental health outcomes, drug and alcohol use, decreased academic outcomes and lowered tertiary aspirations. These outcomes raise issues related to duty of care for educators, including the general responsibility of schools to create safe, equitable learning environments for all of their students. In order to better meet the needs of SSA students in Australia’s secondary schools, this nationwide study examined the current school climate toward same-sex attraction as described by SSA young people aged 14-19 through their reported experiences and perceptions of environmental stresses and supports, using Margaret Spencer’s PVEST model as the theoretical framework. A web-based survey instrument, advertised through both mainstream and lesbian/gay/bisexual-orientated youth sources, was used to sample Australian SSA students (N = 282). The relationships between SSA students’ perceptions of their school climate (including the treatment of SSA students and topics), their sense of connection to their school community, and their reported academic self-concept and motivation toward learning were investigated using bivariate and multivariate techniques, including structural equation modelling. In-depth interview sessions were conducted with six SSA young people in order to further examine these findings. Results indicated that SSA students’ perceptions of their school climate were directly related to their sense of safety within the school environment, their social connection to their peers and teachers, and their feelings of connectedness to the school environment in general. SSA students’ connection to their teachers and their school environment had the strongest total impact on their academic self-concept and motivation to learn. Of key import was the clear indirect impact of SSA students’ perceptions of their school climate on both of these important academic outcomes, through their connection to both their school community and general school environment. These findings allow for the generation of informed recommendations for school policy and practice with the academic outcomes of Australia’s SSA students in mind.

The definition, assessment, and mitigation of state boredom within educational settings: A comprehensive review

by Logan Fiorella

Published in Educational Psychology Review

MOTIVATION AND TEMPORAL DISTANCE: EFFECT ON COGNITIVE AND AFFECTIVE MANIFESTATIONS 1

by Gunnar Bjørnebekk

Organisational Identification of Academic Staff and Its Relationship to the Third Stream

by trevor brown

Published in Innovation through Knowledge Transfer 2010
Smart Innovation, Systems and Technologies, 2011, Volume 9, Part 2, 95-112, DOI: 10.1007/978-3-642-20508-8_9

Abstract
A university is a organisation where academics study, research and teach students. The archetypal... more Abstract
A university is a organisation where academics study, research and teach students. The archetypal “academic” has an image and identity that is as clear as a doctor or fireman. However the nature of a university is changing, the university is now required to seek out new relationships with businesses and non traditional “customers”, delivering learning and knowledge in new ways, frequently driven by commercial demands. University senior management teams are motivated by government and funding to meet these demands and steer the university towards these new goals. These new areas of activity are often referred to as the “Third Stream” TS (teaching and research being streams 1 and 2). The new mission, strategies and definitions of third stream initiatives form a changing organisational identity for a university which may challenge widely held notions of a universities identity by its member staff, the academics. Dutton et. al. (1994, p1) state; “Strong organisational identification may translate into desirable outcomes”. If the university wants its members (the academics) to embrace the changing mission of a university and undertake actions in support of the new mission, university managers must understand the organisational members (the academics) relationship to the new identity and aim to engender a strong organisational identity.

Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice

by Stacy Olitsky

This study explores the relationship between interaction rituals, student engagement with science, and learning... more This study explores the relationship between interaction rituals, student engagement with science, and learning environments modeled on communities of practice based on an ethnographic study of an eighth grade urban magnet school classroom. It compares three interactional events in order to examine the classroom conditions and teacher practices that can foster successful interaction rituals (IRs), which are characterized by high levels of emotional energy, feelings of group membership, and sustained interest in the subject. Classroom conditions surrounding the emergence of successful IRs included mutual focus, familiar symbols and activity structures, the permissibility of some side-talk, and opportunities for physical and emotional entrainment. Sustained interest in the topic beyond the duration of the IR and an increase in students’ helping each other learn occurred more frequently when the mutual focus consisted of science- related symbols, when there were low levels of risk for participants, when activities involved sufficient challenge and time, and when students were positioned as knowledgeable and competent in science. The results suggest that successful interaction rituals can foster student engagement with topics that may not have previously held interest and can contribute to students’ support of peers’ learning, thereby moving the classroom toward a community-of-practice model.

Unconscious mental processes and the racial achievement gap

by Brian Earp

Earp, B.D. (2010). Automaticity in the classroom: Unconscious mental processes and the racial achievement gap. Journal of Multiculturalism in Education, Vol 6 No 1, 1-22.

- Suárez Riveiro, J.M. y Fernández Suárez, A.P. (2005). Escalas de evaluación de las estrategias motivacionales de los estudiantes. Anales de Psicología, 21(1), 116-128.

by José Manuel Suárez Riveiro

Abstract: This paper reports the study of the E.E.M.A. as an instrument to assess the use of different types of... more Abstract: This paper reports the study of the E.E.M.A. as an instrument to assess the use of different types of learning motivational strategies. There are three types of strategie components: expectancy, value and affect.Expectancy component includes self-concept/self-esteem and expectancies/attributions scales, which include self-handicapping, selfaffirmation,defensive pessimism, enhacement of the others and elimination of the others strategies, and external attributions generation and positive
expectations generation strategies, respectively. Value component includes interest/value and goal generation scales, which include enhacement of the attainment value, cost value, task involvement through resources management, task involvement through its management and learning goal generation, self-enhancing ego goal generation, selfdefeating
ego goal generation and avoidance goal generation strategies.
Finally, affect component includes an unique scale, which includes social valuation, self-reinforcement, sham, comparison and anxiety control strategies.
Reliability and validity results are acceptable, and motivational strategies are characterized as adaptive or maladaptive.

Resumen: Este artículo informa sobre el estudio del E.E.M.A. como instrumento para la evaluación de la utilización de diferentes tipos de estrategias motivacionales del aprendizaje. Está constituido por tres tipos de componentes de estrategias: expectativas, valor y afecto. El componente de expectativas incluye las escalas de autoconcepto/ autoestima y expecta-tivas/atribuciones, las cuales contienen, a su vez, las estrategias de self-handicapping, auto-afirmación, pesimismo defensivo, ensalzamiento de los otros y anulación de los otros, y las estrategias de generación de atribu-ciones externas y generación de expectativas positivas, respectivamente. El componente de valor incluye las escalas de interés/valor y de generación de metas, las cuales contienen las estrategias de exaltación del valor de consecución, valoración del coste, implicación en la tarea a través de la gestión de recursos e implicación en la tarea a través de su gestión, y las estrategias de generación de meta de aprendizaje, generación de meta de autoensalzamiento del ego, generación de meta de autoderrota del ego y generación de meta de evitación. Finalmente, el componente de afecto in-cluye una única escala que contiene las estrategias de valoración social, au-torrefuerzo, engaño, comparación y control de la ansiedad.
Los resultados de fiabilidad y validez son aceptables y las diferentes estrategias motivacionales son caracterizadas como adaptativas o desadap-tativas.

- Suárez Riveiro, J.M. y Fernández Suárez, A.P. (2011). Evaluación de las estrategias de autorregulación afectivo-motivacional de los estudiantes: Las EEMA-VS. Anales de Psicología, 27(2), 369-380.

by José Manuel Suárez Riveiro

Summary
This article reports the study of the learning motivational strategies scales–secondary version... more Summary
This article reports the study of the learning motivational strategies scales–secondary version (EEMA-VS) as an instrument to assess the use of different types of affective-motivational self-regulatory strategies, based on a self-regulatory perspective on student motivation and learning in secondary school.
The instrument is comprised of three scales: expectancy, value and affect. Expectancy scale includes self-concept/self-esteem and expectancies/attributions subscales. Value scale includes interest/value and goal generation subscales. Finally, affect scale includes an unique subscale.
A sample of 5255 high-school students (46.4% men and 52.5% women; with ages between 13 and 19 years, being the average age of 15,7) provided self-reports on their use of affective-motivational self-regulatory strategies. Reliability, validity and confirmatory factor analysis were carried out on the instrument and means and correlations were studied for the various types of motivational self-regulatory strategies.
The results suggest that the EEMA-VS have relatively good reliability. Scores of the scales seem to be valid given the results of the three exploratory and confirmatory factor analyses. Use of these strategies is examined.

Resumen
Este artículo informa del estudio de las Escalas de Estrategias Motivacionales del Aprendizaje-Versión Secundaria (EEMA-VS) como instrumento para evaluar la utilización de diferentes tipos de estrategias de autorregulación afectivo-motivacional, desde una perspectiva autorreguladora de la motivación y el aprendizaje en estudiantes de secundaria.
El instrumento está formado por tres escalas: expectativas, valor y afecto. La primera incluye las subescalas de autoconcepto/autoestima y de expectativas/atribuciones. La escala de valor incluye las subescalas de interés/valor y generación de metas. Finalmente, la escala de afecto incluye una única subescala.
Una muestra de 5255 estudiantes de instituto (el 46.4% son hombres y el 52.5% son mujeres; entre los 13 y los 19 años, siendo la media de 15,7 años) informaron sobre su utilización de estrategias de autorregulación afectivo-motivacional. Se realizaron análisis de fiabilidad, validez y análisis factoriales confirmatorios sobre el instrumento utilizado y se estudiaron las medias y correlaciones respecto a los distintos tipos de estrategias de autorregulación motivacional.
Los resultados sugieren que las EEMA-VS ofrecen una fiabilidad relativamente buena. Las puntuaciones de las escalas parecen ser válidas dados los resultados de los tres análisis factoriales exploratorios y confirmatorios. Se examina la utilización de estas estrategias.

- Suárez Riveiro, J.M., González Cabanach, R. y Valle Arias, A., (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71, 561-572.

by José Manuel Suárez Riveiro

Background. The topic of academic goals has provided very important information about students’ motivation.... more Background. The topic of academic goals has provided very important information about students’ motivation. Traditional research has described several mutually exclusive goals that elicit different motivational patterns. Nevertheless, goal-orientation research has reported the possibility that more than one goal may operate simultaneously.

Aim. The purpose of this study was to characterise multiple-goal groups of students, who use various types of cognitive, self-regulatory, and motivational strategies.

Sample. 595 Spanish-speaking university students at the University of A Coruña.

Method. In order to examine the relationships between goal orientations and strategies, a Pearson correlational analysis was performed. Then, a cluster analysis was performed to identify potential subgroups of students with more than one simultaneously operative goal. Finally, a one-way test was conducted to determine whether the multiple-goal clusters differed in any of the nine strategies.

Results. Only those students who reported high task orientation tended to exhibit more frequent use of cognitive and self-regulatory strategies. Nevertheless, this doesn’t mean that learning processes are only optimised by task orientation. When multiple-goal adoption was considered, students who developed the most positive self-regulation were characterised by their focus on learning, but also by their desire to avoid being judged negatively by others.

Conclusions. Students should not adopt only task goals, which are sometimes overvalued, but also other kinds of goals that allow them to manage their learning and make it more flexible in each situation. This aspect characterises self-regulated learning, which is defined not only by cognitive and behavioural regulation but also by motivational regulation.

Sacra conversazione—A tender dialectic invoking an arts practice-based autoethnography to bridge language and silence in dietetics.

by Jacqui Gingras