Classroom Social Environment as Student Emotions' Antecedent: Mediating Role of Achievement Goals.
Saved in:
| Title: | Classroom Social Environment as Student Emotions' Antecedent: Mediating Role of Achievement Goals. |
|---|---|
| Authors: | Sun, Xiaojing (AUTHOR), Hendrickx, Marloes M. H. G. (AUTHOR), Goetz, Thomas (AUTHOR), Wubbels, Theo (AUTHOR), Mainhard, Tim (AUTHOR) |
| Source: | Journal of Experimental Education. 2022, Vol. 90 Issue 1, p146-157. 12p. 4 Charts. |
| Subjects: | Classroom environment, Classrooms, Student attitudes, Social context, Secondary school students, Structural equation modeling, Academic achievement, Emotions |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
