Action-control as predictors of learning-related achievement emotions

Date of Publication

2008

Document Type

Bachelor's Thesis

Degree Name

Bachelor of Science in Educational Psychology

Subject Categories

Educational Psychology

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Carlo Magno

Defense Panel Chair

Allan B. I. Bernardo

Defense Panel Member

Jerome Ouano

Abstract/Summary

The present study investigated whether the factors of action control (disengagement, persistence, initiative, preoccupation, hesitation, volatility) can predict students' learning-related achievement emotions. These factors of action control are classified into action orientation and state orientation, while the achievement emotions are composed of the eight learning-related emotions: enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom. The relationship between action control and achievement emotions was based on action control theory by Kuhl (1984). It was hypothesized in the study that the factors of action and state orientation as predictors can vary depending on the kind of academic emotions predicted. The instruments used were the Action Control Scale (ACS-90) and the Achievement Emotions Questionnaire (AEQ). The Multiple Regression Analysis was used to determine whether the action and state orientation factors will significantly predict the achievement emotions. Results show that there is a positive relationship between the factors of action orientation and positive emotions, and that there is also a positive relationship between the factors of state orientation and negative emotions.

Abstract Format

html

Language

English

Format

Print

Accession Number

TU15088

Shelf Location

Archives, The Learning Commons, 12F, Henry Sy Sr. Hall

Physical Description

ix, 63 leaves; 28 cm.

Keywords

Emotions; Control (Psychology); Action theory

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