Classroom Social Environment as Student Emotions' Antecedent: Mediating Role of Achievement Goals
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| Title: | Classroom Social Environment as Student Emotions' Antecedent: Mediating Role of Achievement Goals |
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| Language: | English |
| Authors: | Sun, Xiaojing (ORCID |
| Source: | Journal of Experimental Education. 2022 90(1):146-157. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Classroom Environment, Psychological Patterns, Academic Achievement, Student Attitudes, Hierarchical Linear Modeling, Secondary School Students, Foreign Countries, Goal Orientation, Social Environment, Teacher Student Relationship, Teacher Influence |
| Geographic Terms: | China |
| DOI: | 10.1080/00220973.2020.1724851 |
| ISSN: | 0022-0973 |
| Abstract: | In line with assumptions made by the control-value theory of academic emotions, it was hypothesized that the association between the classroom social environment, in terms of students' perceptions of their teachers' interpersonal behaviour, and students' academic emotions was partially mediated by students' achievement goals. The present study applied multilevel structural equation modelling on questionnaire data from a sample of 2000 Chinese secondary school students. As assumed, achievement goals partially mediated the association between the classroom social environment and student emotions. Further, results indicated that the classroom social environment was more closely associated with student emotions than student goals were. The findings of this study add to the understanding of the antecedents of students' emotions in class. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1328373 |
| Database: | ERIC |
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| Abstract: | In line with assumptions made by the control-value theory of academic emotions, it was hypothesized that the association between the classroom social environment, in terms of students' perceptions of their teachers' interpersonal behaviour, and students' academic emotions was partially mediated by students' achievement goals. The present study applied multilevel structural equation modelling on questionnaire data from a sample of 2000 Chinese secondary school students. As assumed, achievement goals partially mediated the association between the classroom social environment and student emotions. Further, results indicated that the classroom social environment was more closely associated with student emotions than student goals were. The findings of this study add to the understanding of the antecedents of students' emotions in class. |
|---|---|
| ISSN: | 0022-0973 |
| DOI: | 10.1080/00220973.2020.1724851 |
