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Four primary routes through which affect (emotions and mood) might influence various performance outcomes.
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In this AMEE Guide, we consider the emergent theoretical and empirical work on human emotion and how this work can inform the theory, research, and practice of medical education. In the Guide, we define emotion, in general, and achievement emotions, more specifically. We describe one of the leading contemporary theories of achievement emotions, con...
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To successfully develop certain competences in students, it is necessary to define the competences, as well as to set assessment criteria to be used in the process of developing, assessing and further developing of the competences. Due to the developing nature of international cooperation among organizations, the criteria for assessing internationa...
Citations
... However, cognitive perspectives fall short in fully explaining language learning processes, particularly in instances where learners struggle to apply their language knowledge despite possessing the required skills (Bereiter and Scardamalia, 1985). In this regard, an integrative framework is needed that incorporates both cognitive and non-cognitive factors, such as learners' emotional investment, to explicate the learning process (Artino et al., 2012;Boughoulid, 2023). ...
With the booming of Positive Psychology, a growing scholarly interest has emerged in language learners’ psychological well-being. However, limited research has been conducted on the emotions of Chinese EFL learners. Therefore, this study aimed to quantitatively examine the burnout, enjoyment, and engagement levels among 387 junior high school EFL learners. The findings revealed that the students experienced low levels of burnout but high levels of enjoyment and engagement in learning. Furthermore, significant gender and grade differences were observed in these variables. The study also found strong negative associations between burnout and both enjoyment and engagement, along with significant positive correlations between enjoyment and engagement. Additionally, it was discovered that enjoyment, rather than burnout, significantly predicted English learning engagement. Interestingly, the study also revealed that enjoyment fully mediated the relationship between engagement and burnout. These findings highlight the importance of promoting enjoyment in order to reduce burnout and foster increased engagement among language learners. This article concludes with the theoretical and pedagogical implications for EFL instruction.
... While positive achievement emotions will exert adaptive effects on learning and performance, on the other hand negative or unpleasant emotions tend to exert non-adaptive effects (Artino et al., 2012). The above is relevant for the design of "emotionally solid" learning environments (Astleitner, 2000;Pekrun et al., 2007). ...
In the present study we dig into those post-confinement socioemotional factors that affect the academic competencies of students to the Science Faculty of the Universidad de Valparaíso. Learning conditions of these students in the previous years of their university life were completely online, interrupting normal socialization, at a key age of their neurodevelopment. A self-perception survey was applied to identify those factors that currently affect the students’ socioemotional processes with special attention on those related with academic performance. This is a quantitative study with a correlational descriptive scope. The study population consisted of 150 individuals admitted in 2021 and 2022. For the analysis of the results obtained from the survey on a Likert scale, associations were made according to the results of the Pearson correlation matrix. To the open questions, a NLP (Natural Language Processing) analysis was implemented, which consisted of counting words. Following the results of the survey, changes in teaching and learning strategies were implemented, which allowed improving the socioemotional gaps detected among students, improving their academic performance and perception of the contents addressed by the academics of the different subjects. Results drove us to the design of opportune academic strategies which tried to facilitate the transit to face-to-face learning and university life, safeguarding the students’ proper training process.
... They mediate students' behavior (cognitive, metacognitive, and selfregulatory) (Pekrun, 2006;Goetz et al., 2006). Emotions can affect students' academic performance both cognitively and motivationally (Artino et al., 2012;Pekrun et al., 2010). Positive emotions (flexible and complex) facilitate students` learning. ...
... Therefore, students confident in their learning abilities will experience positive affect and reduced anxiety as a self-regulated learning strategy. Recent research based on Pekrun's value-control theory suggests that emotions can impact academic performance by affecting metacognitive strategies (Artino Jr et al., 2012;Hayat et al., 2020). However, our study found that a positive affect alone is not enough to create high expectations related to academic success. ...
Identifying variables that impact students' grades is a constant concern but also a challenge for teachers in the field of educational sciences. The study investigates the association between self-efficacy, positive affect, anxiety, and students' expected grades before the final exam of bachelor university studies. The study is based on Pekrun's (2006) control-value theory, and it aims to investigate the relationship between self-efficacy, anxiety, positive affect, and students' expected grades. Specifically, the study seeks to understand how anxiety mediates the relationship between self-efficacy and expected grades and how positive affect mediates the positive relationship between self-efficacy and anxiety levels. The study was conducted on 170 students from Primary and Preschool Education Pedagogy and Orthodox Pastoral Theology studying at a state university in Romania. The students completed the assessment tools that assess the research variables: general self-efficacy, positive affect, anxiety-as a self-regulated learning strategy-and the student's expected grade in the bachelor exam. The results of the structural equation modeling indicate that the level of self-efficacy has an impact on student anxiety levels. This anxiety, in turn, negatively influences the expected grades that students predict before taking the assessment tests required to complete their bachelor's studies. Therefore, anxiety acts as a mediator between self-efficacy and expected grades. Additionally, the results show that the relationship between self-efficacy and anxiety is mediated by positive affect. These findings emphasize the importance of effective teaching and learning methods that promote academic success.
... Yet, in learning contexts attention should be paid not only to what learners achieve, but also to how they feel in a learning situation. Appraisals of achievement situations are also important antecedents of achievement emotions (Artino et al., 2012;Putwain et al., 2016). ...
... In accordance with biopsychosocial model of challenge and threat (Blascovich and Tomaka, 1996;Seery, 2013) such situations can be appraised as challenging or threatening. Hence, challenge and threat appraisals are directly related to the learning situation, influenced by the antecedents for learning (e.g., personal resources) and, as cognitive appraisals, related to emotional experiences (e.g., achievement emotions) in the learning processes (Pekrun, 2006;Artino et al., 2012;Putwain et al., 2016). Challenge appraisals are associated to the anticipation of success, pleasant emotions, and greater behavioral engagement, whereas threat appraisals are associated with anticipation of failure, negative emotions, and lower behavioral engagement (Putwain et al., 2017;Tomaka and Magoc, 2021). ...
Introduction
The COVID-19 pandemic has emerged as one of the most formidable global crises, leading to the disruptions to education systems worldwide and impacting learning attitudes and psychological well-being of various learner groups, including university students. In this context, students’ appraisals of adverse learning situations play a key role. It is not just the learning situation, but rather students’ appraisal of it which impacts their emotions, attitudes, and behaviors in academic context. The aim of the present study was to investigate how university students’ challenge and threat appraisals were related to emotional learning experiences and learning outcomes during the COVID-19 pandemic. Furthermore, the study focuses on the role of personal and external resources for learning in this context.
Methods
Altogether, 428 students, who attended a Psychology lecture at one Austrian university, filled in a questionnaire about their challenge and threat appraisals of learning circumstances during the COVID-19 pandemic, achievement emotions they experienced during this time as well as gender, proneness to anxiety, academic self-concept, and learning resources. Additionally, students’ performance in the examination was recorded.
Results
The structural equation model emphasizes a crucial role of challenge and threat appraisals for students’ achievement emotions in learning and exam preparation during the COVID-19 pandemic. Challenge appraisals were the strongest predictor for pleasant emotions and threat appraisals were strongest predictor for unpleasant emotions. Proneness to anxiety was related to threat appraisal as well as to experience of more unpleasant and, surprisingly, to positive emotions in adverse learning situation. Academic self-concept and learning resources were identified as important resources for learning in adverse learning situation. Unpleasant achievement emotions were directly and negatively related to academic performance and may thus be seen as a critical variable and crucial obstacle to academic performance.
Discussion
The present study provides implications for learning and instructions which could be implemented by universities in order to support learning and learning attitudes among university students in adverse learning situations.
... Regardless of the wide range of methodological and analytical lenses, the research findings generally show that emotional experience is important for learning and can have complex implications for cognitive, motivational, and behavioral processes in any educational situation (Artino et al., 2012;Jung et al., 2014), including technology-enhanced learning (D'Mello, 2013;Loderer et al., 2020). In particular, emotions are a significant factor associated directly or indirectly with many different educationally relevant variables, including satisfaction, physical and mental health, motivation, learning strategies, cognitive sources, self-directed learning, quality of teacher-learner interactions, class education, concentration, information processing, and consequently academic achievement (Hayat et al., 2020;Mega et al., 2014;Pekrun et al., 2011). ...
Emotions are becoming increasingly central in education research. The research shows a deep gap concerning emotions triggered by socio-constructivist approaches where learning occurs through social interaction, peer-work, group work, and learning activities based on building ideas or concrete objects. The specific emotions emerging in such contexts are still under-researched. To address this gap, this study first reviews how emotions are currently conceptualized and studied. We then present excerpts from several of our studies to analyze the specific emotional processes that emerge in relation to socio-constructivist educational activities. The main objective is to understand what emotions are elicited in students when participating in educational socio-constructivist activities. Several school levels are involved—middle school, high school, and university—to find common emotion. Five “socio-constructivist emotions” were singled out: emotion fluidity, discovering new parts of the self, pleasure of learning, value of the group, and crossing space–time boundaries. The paper discusses each of them with a qualitative analysis of excerpts extracted from the data available. The paper ends by discussing the theoretical and practical implications of this analysis.
... Emotions of online learners are significant [96,97], and the positive emotion promoting learning process is experienced by online learners [54,98,99]. On the contrary, when students get good grades, they will have a high sense of control value [100,101], and then generate positive emotional experiences. Therefore, the influence of positive emotions on learning is manifested as stimulating students' school motivation, improving their learning efficiency and commitment, and thus helping students achieve better learning outcomes [102]. ...
Background
Based on the control-value theory of achievement emotion and self-determination motivation theory, this study attempted to examine the multi-chain mediating relationships among online class-related enjoyment, school motivation, learning engagement and academic achievement.
Methods
This is an empirical study based on cross-sectional data. Online class-related enjoyment is the independent variable, academic achievement is the dependent variable, and school motivation and learning engagement are the mediating variables. Sample data were collected from 1294 Chinese college students, and SPSS macro program PROCESS 3.3 was used for data analysis.
Results
The present study confirmed that students’ online class-related enjoyment has a significant positive correlation with academic achievement. And there is a positive correlation between college students’ school motivation with learning engagement and college students’ learning engagement with academic achievement. In addition, online class-related enjoyment affects academic achievement through the chain mediating effect of school motivation and learning engagement.
Conclusions
Our study indicated that online class-related enjoyment has a significant impact on academic achievement. Both of these factors should be considered when determining the optimal multi-chain mediating model for Online Class-related Enjoyment and Academic Achievement of college students.
... When metacognition was involved in the model as a mediator, the indirect pathway between self-efficacy and academic achievement remained statistically significant (from path c'), which showed that metacognition partially mediates the relationship between self-efficacy and academic achievement. A study found in support of our study findings that self-efficacy has a positive influence on academic achievement if it is mediated by metacognition (Artino et al., 2012). (Hayat et al., 2020) also concluded in a similar way that students who use metacognition in material to be learned are found to be more optimistic and self-efficacious in their studies and better academic performances, as well as experience positive emotions in their learning process. ...
Academic success is one of the most critical challenges and concerns in academic institutions as well as in student's life, as different factors are contributing to this process. This study aimed to determine the impact of self-efficacy and self-handicapping behavior mediated by metacognition on academic achievement. The sample included 271 (male=109 and female=162) university students' approach from Islamia University of Bahawalpur, both main and sub-campus, through random sampling technique to collect data. The period of study was from January 2023 to May 2023. The assessment included the self-efficacy scale, the academic self-handicapping scale, and the cognitive and metacognitive strategies scale were used in the study. Academic achievement was measured through the CGPA of students. For results analysis, descriptive (frequency, percentage, and mean) and inferential statistics (Pearson correlation, mediation path analysis, and t-test were applied. Findings of the path analysis showed the partial mediating effect of metacognition on self-efficacy and academic achievement. They showed a total effect on self-handicapping behavior and academic achievement among students. Introduction |Al-Qantara, Volume 9, Issue 4(2023) | |Research Article| 83 | P a g e Academic achievement refers to the level of success or achievement a student or individual attains in their educational pursuits, typically within an academic institution such as a school, college, or university. It is often measured through various indicators, including grades, test scores, class rank, and completion of educational milestones like degrees, certificates, or diplomas (Namoun and Alshanqiti, 2021). Academic achievement is crucial for educational and professional success and plays a significant role in developing qualified human resources that can be effective in the socioeconomic development of a country (Flashman, 2012). One of the most essential factors is a lack of motivation in students. Instructors often report this problem as students show the slightest interest in studies and given projects. Perceived self-efficacy is an essential feature interlinked with academic achievement. Self-efficacy plays a crucial role in shaping students' beliefs, attitudes, and behaviors in the academic context. When individuals have confidence in their abilities, they are more likely to set and achieve academic goals, persist in the face of challenges, and view setbacks as opportunities for growth. As a result, self-efficacy can positively impact academic achievement and overall academic success (Kadivar, 2003; Aarabian et al., 2005). According to Bandura's social learning theory, self-efficacy is the essential element of achievement and is considered a course of action crucial to attaining a goal by concerning one's capabilities in the implementation of a task (Bandura, 1997). For successful performance, self-efficacy is an important aspect, and it determines abilities to regulate thoughts, feelings, and behavior (Halper and Vancouver, 2016). It is evidenced that people who believe in themselves to complete the assigned tasks show better performance than those who do not believe in themselves. Self-efficacy encourages students to put effort into the learning process (Bandura et al., 2003). Self-handicapping, self-efficacy, and academic achievement are interconnected in a complex manner. Self-handicapping can be the result of low self-efficacy, and it often leads to lower academic achievement. Self-handicapping, first defined by (Berglas and Jones 1978), is another important factor that has an inverse effect on students' academic achievement. Self-handicapping behavior is a choice of performance that can enhance the |Al-Qantara, Volume 9, Issue 4(2023) | |Research Article| 84 | P a g e externalized failures and internalize the success by reasonably accepting the credit. It reflects a defensive response to the fear of failure, where learners try to protect their self-image by creating excuses or obstacles. Individuals with self-handicapping behavior decrease their responsibility for their losses to protect their self-esteem and societal reputation (Ahmed et al., 2013). Most of the time, students actively use self-handicapping as a strategy to impose their failures on external conditions rather than accepting the internal factors that contribute towards failures, such as lack of motivation and procrastination, as they do not want to perceive themselves as unskillful and incompetent. In several fields, self-handicapping behavior is practiced, such as in management, sports, workplace, and especially in education, in the form of illness, shyness, lack of interest, excuses, spending time with friends in different activities as well as the use of drugs and alcohol (Atoum et al., 2019; Bobo et al., 2013; Schwinger and Stiensmeier-Pelster, 2011; Alesi et al., 2012). In essence, metacognition is crucial in facilitating adaptive learning and cognitive strategies. It empowers individuals to take control of their learning processes, set realistic goals, monitor their progress, and make adjustments as necessary. By enhancing metacognitive skills, individuals can bridge the gap between their self-efficacy beliefs and self-handicapping tendencies, and helpful in improving academic achievement. Metacognition enables students to optimize their learning approaches, overcome obstacles, and perform at their highest potential. Students with high levels of self-efficacy tend to apply several cognitive and metacognitive learning strategies to control their motivational enthusiasm. Metacognition and self-efficacy are similar constructs and
... Emotions such as joy and anger, along with engagement and attention, are internal processes modulated by educational stimuli. Several studies have highlighted the role of the emotional dimension during the teaching and learning processes (Artino, Holmboe, and Durning 2012;Loderer, Pekrun, and Plass 2019;Pekrun et al. 2017;Sinatra, Broughton, and Lombardi 2014). However, there is currently no consensus on the definition and taxonomy of academic emotions (Barrett 2016;Gross and Barrett 2011;Hoemann et al. 2019;Murphy et al. 2019). ...
... Por otro lado, las diferencias en el entorno relacionadas con el desempeño académico, se han vinculado a aspectos sociales, entre los que destacan: entorno familiar, estatus socioeconómico familiar y socialización académica. En el entorno familiar, se ha descrito que la calidad de la relación entre los padres y las madres y el estudiantado infl uye en el desarrollo de la autoefi cacia académica, lo que a su vez contribuirá en su desempeño académico (Artino et al., 2012;Dyrbye et al., 2010). ...
... Con relación al estatus socioeconómico familiar, se ha reportado que estudiantes de padres y madres con menores ingresos económicos, carecen de un entorno académico en el hogar, lo que infl uye en su éxito académico. En particular, los libros en el hogar se han asociado como uno de los factores más infl uyentes en el rendimiento de los y las estudiantes (Fam et al., 2016;Thomson et al., 2017); además, los padres y las madres altamente educadas (que han mejorado sus ingresos familiares) tienden a tener entornos de aprendizaje más estimulantes (Artino et al., 2012;Dyrbye et al., 2010;Fraser et al., 2012;McConnell et al., 2012;Pekrun, 2007). ...
... From a methodological perspective, it is fundamental to establish standardized preand post-intervention measures and protocols for the measurement of the target dependent variables, to include students from different professions and control groups (e.g., students from non-healthcare professions), and to describe the backgrounds of the educators. In addition, given the key role of emotions in learning [72,73] and in interprofessional healthcare [74], future studies should include measures of the affective dimension of learning, such as changes of achievement emotions [72], learning performance to emotionally salient educational material [75], students' emotional traits and needs [76,77], and modulation of students' response bias [78]. Furthermore, given the limited validity of the available questionnaires to measure interprofessional attitude and skills, the development of instruments based on available data and consensus statements are warranted. ...
... From a methodological perspective, it is fundamental to establish standardized preand post-intervention measures and protocols for the measurement of the target dependent variables, to include students from different professions and control groups (e.g., students from non-healthcare professions), and to describe the backgrounds of the educators. In addition, given the key role of emotions in learning [72,73] and in interprofessional healthcare [74], future studies should include measures of the affective dimension of learning, such as changes of achievement emotions [72], learning performance to emotionally salient educational material [75], students' emotional traits and needs [76,77], and modulation of students' response bias [78]. Furthermore, given the limited validity of the available questionnaires to measure interprofessional attitude and skills, the development of instruments based on available data and consensus statements are warranted. ...
Background: As a contribution to developing interprofessional education (IPE) synergy between medical education systems in the European Higher Education Area (EHEA), this review aims to describe the IPE experiences for undergraduate medical students implemented in EHEA member countries. Methods: This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The search was conducted on SCOUPS and MEDLINE databases. Inclusion criteria were peer-reviewed English language articles about undergraduate medical students, interprofessional education, and EHEA countries, published January 2000–September 2022. Results: The 32 included studies were from 14 of the 49 EHEA countries. In most of the studies, the theoretical background leading the intervention was not reported (n = 25), and in several studies (n = 16) the students were from two professions only. The reported outcomes were related to self-assessment knowledge about IPE and satisfaction about the program. In 24 studies, the assessment was based on the study’s ad hoc measures only. Limitations ranged from selection bias to lack of objective measures. Conclusion: Future directions should envision developing IPE among EHEA countries, including agreement and consistency across EHEA countries in reporting theories, educational methods, and standardized IPE evaluation measures.
