Elaboration of the casual modeling of Academic Emotion based on the Achievement goal Orientation with regard to the Academic Self-concept and the Task value

Document Type : Scientific Articles

Authors

1 PhD Student in Educational Psychology, Islamic Azad University, Sanandaj Branch, Iran

2 Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran

3 Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj Branch, Iran

Abstract

The purpose of this study was to elaborate the casual modeling of academic emotion based on the achieve‐ment goal orientation with regard to the academic self-concept and the task value. The method of the research was a descriptive correlational and structural equation model. The statistical population in this study was all students of Hamedan University of medical science between the years 1998-97[A1] . Six hundred students from them were selected using multistage cluster sampling. Questionnaire of educational excitement of Peakan et al. (2005), Elliot & McGregor Development Goal Orientation (2001), Lewand & Wang's academic self-concept (2005) and academic task value of loo et al.  (2012) were used as measuring tools. Data analysis was done with SPSS and Amos soft wares. The findings indicated the indirect and significant effect of the domination-tendency and domination-avoidance orientation on the positive and negative academic emotions through the self-concept and the task value. In other words, the findings showed that the orientation of domination-tendency and domination-avoidance on self-concept and also academic self-concept on positive and negative emotions had a direct and significant effect. Also, the value of the task on academic self-concept and on the positive academic emotion, performance- orientation on self-concept and negative emotions of academic have a direct and significant effect as well as positive emotions through academic self-concept. The results of this study showed that the achievement goal orientation can be a suitable predictor of students' academic emotions through their self-concept and the task value overally.
 

Keywords

References

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Journal of Educational Psychology Studies
Volume 18, Issue 42
August 2021
Pages 178-156

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