Critical thinking, negative academic emotions, and achievement: A mediational analysis
College
College of Liberal Arts
Department/Unit
Psychology
Document Type
Article
Source Title
Asia-Pacific Education Researcher
Volume
20
Issue
1
First Page
118
Last Page
126
Publication Date
12-1-2011
Abstract
The study tested the control-value theory's (Pekrun, 2006; Pekrun, Goetz, Titz, & Perry, 2002) assumptions regarding the cognitive-motivational effects of emotions on achievement. Specifically, the link between critical thinking and achievement was examined among 220 engineering students. The Academic Emotions Questionnaire (Pekrun, Goetz, & Frenzel, 2005) was used to assess how specific negative academic emotions mediated the effect of critical thinking on achievement. Results showed that critical thinking was positively associated with achievement, but negative emotions (anger, anxiety, shame, boredom, and hopelessness) were negatively correlated with achievement. Anxiety and hopelessness were found to completely mediate the relationship between critical thinking and academic achievement. The results suggested that when students engage in critical thinking, their cognitive resources are used appropriately for the task to be completed, making them less anxious and less hopeless, thereby increasing their achievement. © 2011 De La Salle University, Philippines.
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Recommended Citation
Villavicencio, F. (2011). Critical thinking, negative academic emotions, and achievement: A mediational analysis. Asia-Pacific Education Researcher, 20 (1), 118-126. Retrieved from https://animorepository.dlsu.edu.ph/faculty_research/1277