Academic achievement emotions among university students
DOI:
https://doi.org/10.36322/jksc.175(c).18592Keywords:
Emotions, Academic Achievement, University StudentsAbstract
The current study aims to Identifying the emotions of academic achievement among university students.
The total research sample consisted of (800) male and female students, with (400) statistical samples and (400) final samples distributed among (8) faculties at the University of Kufa (4) faculties in the scientific specialization and (4) faculties in the humanitarian specialization, for the second two phases And the fourth is for the scientific and humanitarian specialization for males and females for the morning study for the students of the University of Kufa for the academic year 2021-2022, they were chosen by random stratified method, and to achieve the objectives of the research, a measure of academic achievement emotions was built. The other axis is the negative emotions represented by (anger, anxiety, shame, boredom, despair) and by (64) paragraphs, after extracting the validity of the scale, and after verifying the availability of the psychometric properties of the scale, it was applied to the research sample, and after data collection and processing statistically using the medium Arithmetic, standard deviation, percentile weight, t-test for one sample and two independent samples, Pearson and Spearman correlation coefficient, and three-way analysis of variance
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المصادر والمراجع:
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2. Cakar, F., & Karatas, Z. (2012). The Self-Esteem, Perceived Social Support and Hope-lessness in Adolescents: The Structural Equation Modeling. Educational Sciences: Theory & Practice, 12(4), 2406-2412.
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5. Pekrun, R , Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary educational psychology, 36(1), 36-48.
6. Pekrun, R. (1992). Expectancy-value theory of anxiety: Overview and implications. In D. G. Forgays, T. Sosnowski, & K. Wrzesniewski (Eds.), Anxiety: Recent Developments In Self-Appraisal, Psychophysiological And Health Research (pp. 23-41). Washington, DC: Hemisphere.
7. Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
8. Pekrun, R. (2014). Emotions and learning. Educational practices series, 24(1), 1-31.
9. Pekrun, R., & Stephens, E. J. (2010). Achievement emotions in higher education. In Higher education: Handbook of theory and research (pp. 257-306). Springer, Dordrecht.
10. Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Positive Emotions in Education. In E. Frydenberg (Ed.), Beyond coping: Meeting goals, visions and challenges(pp. 149–174).
11. Pekrun, R., Goetz, T., Titz, W., & Perry, R.P. (2002). Academic emotions in student's self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37(2), 91-105.
12. Pekrun, R.; Frenzel, A.; Goetz, T., &Perry, R. (2007). The Control-Value Theory of Achievement Emotions: An Integrative approach to emotions in education In Emotion in edu-cation (pp. 13-36). Academic Press
13. Ranellucci, J., Hall, N. C., & Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1(2), 98.
14. Schukajlow ,S.(2015)Effects of enjoyment and boredom on students interestin mathe-matics and viceversa University of Münster, Germany.
15. Titz, W. (2001). Emotionen von Studierenden in Lernsituationen. Waxmann Verlag.
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Foreign references:
1. Bandura, A. (1994). Self-efficacy. Encyclopedia of Human Behavior, 4(1),71-81.
2. Cakar, F., & Karatas, Z. (2012). The Self-Esteem, Perceived Social Support and Hopelessness in Adolescents: The Structural Equation Modeling. Educational Sciences: Theory & Practice, 12(4), 2406-2412.
3. Clore, G. L., &Huntsinger, J. R. (2007). How emotions inform judgment and regulate thought. Trends in Cognitive Sciences, 11, 393 –399
4. Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & E. A. Linnenbrink (Eds.), International Handbook of Emotions in Education (pp. 494-519). New York: Routledge. | preprint>
5. Pekrun, R , Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary educational psychology, 36(1), 36-48.
6. Pekrun, R. (1992). Expectancy-value theory of anxiety: Overview and implications. In D. G. Forgays, T. Sosnowski, & K. Wrzesniewski (Eds.), Anxiety: Recent Developments In Self-Appraisal, Psychophysiological And Health Research (pp. 23-41). Washington, DC: Hemisphere.
7. Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
8. Pekrun, R. (2014). Emotions and learning. Educational practices series, 24(1), 1-31.
9. Pekrun, R., & Stephens, E. J. (2010). Achievement emotions in higher education. In Higher education: Handbook of theory and research (pp. 257-306). Springer, Dordrecht.
10. Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Positive Emotions in Education. In E. Frydenberg (Ed.), Beyond coping: Meeting goals, visions and challenges(pp. 149–174).
11. Pekrun, R., Goetz, T., Titz, W., & Perry, R.P. (2002). Academic emotions in student's self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37(2), 91-105.
12. Pekrun, R.; Frenzel, A.; Goetz, T., &Perry, R. (2007). The Control-Value Theory of Achievement Emotions: An Integrative approach to emotions in education In Emotion in education (pp. 13-36). Academic Press
13. Ranellucci, J., Hall, N. C., & Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1(2), 98.
14. Schukajlow ,S.(2015)Effects of enjoyment and boredom on students interestin mathematics and viceversa University of Münster, Germany.
15. Titz, W. (2001). Emotions of students in learning situations. Waxmann Verlag.
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