Date of Publication

2010

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Psychology

Subject Categories

Educational Psychology

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Allan Benedict I. Bernardo

Defense Panel Chair

Maria Alicia Busto-Orosa

Defense Panel Member

John Addy S. Garcia
Maria Guadalupe C. Salanga
Carlo P. Magno
Caridad H. Tarroja

Abstract/Summary

The study tested the assumptions of the control-value theory of achievement emotions (Pekrun, 2006). The interactive effects of control-value appraisals and academic emotions on achievement were examined in 1345 engineering students. The Academic Emotions Questionnaire-Math (Pekrun, Goetz, & Frenzel, 2005) was used to assess how positive (enjoyment and pride) and negative academic emotions (anger, anxiety, boredom, shame, and hopelessness) moderated the relationships between control-value appraisals and trigonometry achievement. The Control-Value Scales (Pintrich, Smith, Garcia, & McKeachie, 1991) was used to assess control appraisal (self-regulation, self-efficacy, and control beliefs) and value appraisal (task value, intrinsic goal, and extrinsic goal) in predicting achievement (final grade and test scores). Results showed that positive emotions and control-value appraisals positively predicted achievement, but negative emotions and extrinsic goal negatively predicted achievement. Positive emotions exerted enhancing moderated effects but negative emotions exerted buffering moderated effects. Results suggest that the relationship between control-value appraisal and achievement is strengthened for students with high levels of positive emotions as opposed to those with lower levels of positive emotions, but weakened for students with higher levels of negative emotions as compared to those with lower levels of negative emotions. Thus, the influence of control-value appraisals on achievement is facilitated or inhibited depending on the level of academic emotions.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG004540

Shelf Location

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

Physical Description

vii, 155 leaves ; 28 cm.

Keywords

Achievement motivation; Emotions

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