Publications

Authors:

Brondino, Margherita; Raccanello, Daniela; Pasini, Margherita

Title:

Achievement goals as antecedents of achievement emotions: The 3 X 2 achievement goal model as a framework for learning environments design

Year:

2014

Type of item:

Contributo in volume (Capitolo o Saggio)

Tipologia ANVUR:

Contributo in volume (Capitolo o Saggio)

Language:

Inglese

Book Title:

Methodologies and Intelligent Systems for Technology Enhanced Learning

ISBN:

9783319076973

Page numbers:

53-60

Keyword:

Achievement goals; Achievement emotions; Exams; University Students

Short description of contents:

Achievement goals and achievement emotions, given their important role in learning processes, could affect the effectiveness of Technology Enhanced Learning (TEL) programs. In this study, the links between achievement goals and achievement emotions are explored. The participants were 466 Italian university students who completed a 48-item questionnaire about learning exam-relevant material. Confirmatory factor analyses showed the goodness of the hypothesized models for goals (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and emotions (including enjoyment, relaxation, hope, pride, relief, anger, boredom, anxiety, shame, hopelessness). A path analyses indicated that task goals predicted activity- and outcome-related emotions, matched by valence; self-approach goals positively predicted one positive activity-related emotion; other-avoidance goals positively predicted activity- and outcome-related emotions. The results are discussed considering the utilities of the instruments for the design of TEL products, to assess motivation and affect involved in learning environments.

Product ID:

81879

Handle IRIS:

11562/742164

Deposited On:

June 18, 2014

Last Modified:

November 15, 2022

Bibliographic citation:

Brondino, Margherita; Raccanello, Daniela; Pasini, Margherita, Achievement goals as antecedents of achievement emotions: The 3 X 2 achievement goal model as a framework for learning environments design Methodologies and Intelligent Systems for Technology Enhanced Learning , 2014 , pp. 53-60

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