Students' achievement goals, emotion perception ability and affect and performance in the classroom: a multilevel examination

被引：12

作者：

Vassiou, Aikaterini ^{[1
]}

Mouratidis, Athanasios ^{[2
]}

Andreou, Eleni ^{[1
]}

Kafetsios, Konstantinos ^{[3
]}

机构：

[1] Univ Thessaly, Dept Primary Educ, Volos, Greece

[2] Hacettepe Univ, Dept Psychol, Ankara, Turkey

[3] Univ Crete, Dept Psychol, Rethimnon, Greece

来源：

EDUCATIONAL PSYCHOLOGY | 2016年 / 36卷 / 05期

关键词：

achievement goals; emotion perception ability; students' motivation; positive and negative affect; self-efficacy; SELF-DETERMINATION-THEORY; INTERPERSONAL RELATIONSHIPS; MOTIVATIONAL PROCESSES; INTELLIGENCE; EFFICACY; COMPETENCE; SCHOOL; EDUCATION; MODEL; SATISFACTION;

D O I：

10.1080/01443410.2014.950192

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Performance at school is affected not only by students' achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students' achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes and their Greek language and mathematics teachers. Results from multilevel analyses indicated that students' mastery-approach and performance-approach goals were positively related to positive affect whereas performance-avoidance goals were negatively related to positive affect. At class-level, relationships between achievement goals and affect were moderated by students' emotion perception ability. These findings highlight the importance of emotion abilities and their role in motivational processes for class-level outcomes.

引用

页码：879 / 897

页数：19

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