Emotion Matters: Understanding the Role of Achievement Emotions in High School Students’ Decision for Tertiary Education

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2023-10-30 DOI:10.1177/07342829231211044
Joanne Sau-Ching Yim, Daljeet Singh Sedhu, Puteri Rohani M. Abdul-Rahim
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Abstract

Emotions play an integral role in learning. It is an effective response to a stimulus which can be experienced felt along a positive–negative continuum. Achievement emotions arise from academic activities, and can activate or de-activate educational motivation responses. Based on Control Value Theory, this study examined how negative achievement emotions impact high school students’ decision to pursue tertiary education, and what were the contributing factors of these emotions. One thousand five hundred and forty-seven high school students participated in the survey, and data were solicited via established inventories as well as an open ended question. Quantitatively, Partial Least Squares structural equation modelling found boredom and test anxiety to significantly lower students’ decision to pursue tertiary education. The precursors to negative achievement emotions stem from examinations and assessments, struggle in lessons, learning itself, parental expectations to excel, and mental health issues. Findings demonstrated the potential of emotions in influencing students’ value orientation with respect to tertiary education. As the study is based on a post-pandemic context, implications of findings are discussed in view of the underlying post-pandemic challenges accompanied by recommendation to stakeholders.
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情绪影响:了解成就情绪在高中生接受高等教育决定中的作用
情绪在学习中起着不可或缺的作用。它是对刺激的有效反应,可以沿着正-负连续体体验到。成就情绪源于学术活动,可以激活或抑制教育动机反应。本研究以控制价值理论为基础,探讨了消极成就情绪对高中生追求高等教育的影响,以及这些情绪的影响因素。一千五百四十七名高中生参与了这项调查,并通过建立的清单和开放式问题征求数据。在数量上,偏最小二乘结构方程模型发现无聊和考试焦虑显著降低了学生追求高等教育的决定。消极成就情绪的先兆源于考试和评估、在课堂上的挣扎、学习本身、父母对超越的期望以及心理健康问题。研究结果显示,情绪可能影响学生对高等教育的价值取向。由于这项研究是基于大流行后的背景,鉴于大流行后的潜在挑战,讨论了研究结果的影响,并向利益攸关方提出了建议。
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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