Students' Achievement Goals, Emotion Perception Ability and Affect and Performance in the Classroom: A Multilevel Examination

Autor/inn/en	Vassiou, Aikaterini; Mouratidis, Athanasios; Andreou, Eleni; Kafetsios, Konstantinos
Titel	Students' Achievement Goals, Emotion Perception Ability and Affect and Performance in the Classroom: A Multilevel Examination
Quelle	In: Educational Psychology, 36 (2016) 5, S.879-897 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.950192
Schlagwörter	Academic Achievement; Goal Orientation; Emotional Response; Mathematics Teachers; Language Teachers; Student Motivation; Self Efficacy; Affective Behavior; Achievement Need; Secondary School Students; Likert Scales; Measures (Individuals); Correlation; Aptitude Treatment Interaction; Foreign Countries; Greece; Motivated Strategies for Learning Questionnaire; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Schulleistung; Zielorientierung; Zielvorstellung; Emotionales Verhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Affective disturbance; Active behaviour; Affektive Störung; Sekundarschüler; Likert-Skala; Messdaten; Korrelation; Ausland; Griechenland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01