The role of daily autonomous and controlled educational goals in students' academic emotion states : An experience sampling method approach

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dc.contributor University of Helsinki, Department of Education en
dc.contributor University of Helsinki, Yale University en
dc.contributor University of Helsinki, Department of Education en
dc.contributor University of Helsinki, Department of Education en
dc.contributor.author Ketonen, Elina E.
dc.contributor.author Dietrich, Julia
dc.contributor.author Moeller, Julia
dc.contributor.author Salmela-Aro, Katariina
dc.contributor.author Lonka, Kirsti
dc.date.accessioned 2019-08-06T21:38:10Z
dc.date.available 2021-06-19T02:46:35Z
dc.date.issued 2018-02
dc.identifier.citation Ketonen , E E , Dietrich , J , Moeller , J , Salmela-Aro , K & Lonka , K 2018 , ' The role of daily autonomous and controlled educational goals in students' academic emotion states : An experience sampling method approach ' , Learning and Instruction , vol. 53 , pp. 10-20 . https://doi.org/10.1016/j.learninstruc.2017.07.003 en
dc.identifier.issn 0959-4752
dc.identifier.other PURE: 96749425
dc.identifier.other PURE UUID: 8eadd9f8-7028-4337-9163-dc268aac2be2
dc.identifier.other WOS: 000418980700002
dc.identifier.other Scopus: 85028062907
dc.identifier.other ORCID: /0000-0003-1901-4712/work/42819564
dc.identifier.other ORCID: /0000-0002-9831-2023/work/42819776
dc.identifier.other ORCID: /0000-0001-5487-3964/work/42819783
dc.identifier.uri http://hdl.handle.net/10138/304290
dc.description.abstract 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. en
dc.format.extent 11
dc.language.iso eng
dc.relation.ispartof Learning and Instruction
dc.rights en
dc.subject 516 Educational sciences en
dc.subject Academic emotions en
dc.subject Educational goals en
dc.subject Autonomous and controlled motivation en
dc.subject Self-determination theory en
dc.subject Experience sampling method en
dc.title The role of daily autonomous and controlled educational goals in students' academic emotion states : An experience sampling method approach en
dc.type Article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.1016/j.learninstruc.2017.07.003
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/acceptedVersion
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