Browsing by Subject "Academic emotions"

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  • Postareff, Liisa; Mattsson, Markus; Lindblom-Ylanne, Sari; Hailikari, Telle (2017)
    The demands and pressures during the first study year at university are likely to arouse a variety of emotions among students. Nevertheless, there are very few studies on the role of emotions in successful studying during the transition phase. The present study adopts a person-oriented and mixed-method approach to explore, first, the emotions individual students experience during the first year at university. Hierarchical cluster analysis was used to group students (n = 43) on the basis of the emotions they described in an interview. Second, the study investigates how the students in the different clusters scored on approaches to learning (as measured on the Learn questionnaire) and how they succeeded (GPA) and progressed (earned credits per year) in their studies. Three emotion clusters were identified, which differed in terms of the deep and surface approaches to learning, study success and study progress: (1) quickly progressing successful students experiencing positive emotions, (2) quickly progressing successful students experiencing negative emotions and (3) slowly progressing students experiencing negative emotions. The results indicate that it is not enough to focus on supporting successful learning, but that attention should also be paid to promoting students' positive emotions and well-being at this time.
  • Ketonen, Elina E.; Dietrich, Julia; Moeller, Julia; Salmela-Aro, Katariina; Lonka, Kirsti (2018)
    The present study examines antecedents of university students' academic emotions (Pekrun, Goetz, Titz, & Perry, 2002) in the context of self-determination theory (SDT; Deci & Ryan, 1985; 2000), using realtime assessment and intra-individual analyses. We investigated whether daily autonomous and controlled-motivated educational goals predicted students' academic emotions. University students (N = 55) completed smartphone diaries over 14 consecutive days. The two-week intensive longitudinal data were organized in a hierarchical three-level structure, with situations (Level 1) nested within days (Level 2) nested within students (Level 3). Students' goal motivation was assessed in morning questionnaires, and academic emotions in three daytime questionnaires. The results of the multilevel structural equation models showed that setting self-determined autonomous educational goals predicted positive emotions, whereas controlled motivation predicted negative emotions in everyday academic situations, applying both to within-person processes and between-person differences. Both kinds of goal motivation, autonomous and controlled, were associated with determination in students' daily lives. (C) 2017 Elsevier Ltd. All rights reserved.
  • Ketonen, Elina E.; Malmberg, Lars-Erik; Salmela-Aro, Katariina; Muukkonen, Hanni; Tuominen, Heta; Lonka, Kirsti (2019)
    The present study investigated the dynamic nature of students' daily experiences and general study engagement using intra-individual assessment. More specifically, we examined individual differences in the relationship between university students' task-specific value and situational emotions and, further, whether first-year study engagement would moderate this association during the first two years of studies. Intra-individual state assessments were conducted via mobile phone-based experience sampling method (ESM) during participants' first (N = 72) and second (N = 56) academic years, resulting in 3089 and 2912 fully completed state questionnaires. In both years, students were asked five times a day over two weeks how important they perceived their current activity and their positive and negative emotions. Using multilevel structural equation modeling, we found that, on average, a higher perception of task-specific value was associated with higher positive emotions and lower negative emotions within individuals. However, individual differences were detected in the value-emotion relations especially during the second academic year. Finally, the findings indicated that overall study engagement, measured at the beginning of the first academic year, predicted between-person differences in these within-person relationships both years.