File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1007/s10212-013-0188-z
- Scopus: eid_2-s2.0-84898808218
- WOS: WOS:000330631900005
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: High self-control predicts more positive emotions, better engagement, and higher achievement in school
Title | High self-control predicts more positive emotions, better engagement, and higher achievement in school |
---|---|
Authors | |
Keywords | Academic emotions Control-value theory Achievement emotions Engagement Filipino students Disaffection Self-control |
Issue Date | 2014 |
Citation | European Journal of Psychology of Education, 2014, v. 29, n. 1, p. 81-100 How to Cite? |
Abstract | The control-value theory of academic emotions has emerged as a useful framework for studying the antecedents and consequences of different emotions in school. This framework focuses on the role of control-related and value-related appraisals as proximal antecedents of emotions. In this study, we take an individual differences approach to examine academic emotions and investigate how trait selfcontrol is related to students' experience of academic emotions. We posited a model wherein trait self-control predicted academic emotions which in turn predicted engagement and perceived academic achievement. Filipino university students answered relevant questionnaires. Results indicated that self-control positively predicted positive academic emotions (enjoyment, hope, and pride) and negatively predicted negative emotions (anger, anxiety, shame, hopelessness, and boredom). Academic emotions, in turn, had a significant impact on engagement, disaffection, and perceived achievement. Implications for exploring synergies between research on trait self-control and the control-value theory of academic emotions are discussed. © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht 2013. |
Persistent Identifier | http://hdl.handle.net/10722/302166 |
ISSN | 2023 Impact Factor: 2.7 2023 SCImago Journal Rankings: 1.161 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | King, Ronnel B. | - |
dc.contributor.author | Gaerlan, Marianne Jennifer M. | - |
dc.date.accessioned | 2021-08-30T13:57:56Z | - |
dc.date.available | 2021-08-30T13:57:56Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | European Journal of Psychology of Education, 2014, v. 29, n. 1, p. 81-100 | - |
dc.identifier.issn | 0256-2928 | - |
dc.identifier.uri | http://hdl.handle.net/10722/302166 | - |
dc.description.abstract | The control-value theory of academic emotions has emerged as a useful framework for studying the antecedents and consequences of different emotions in school. This framework focuses on the role of control-related and value-related appraisals as proximal antecedents of emotions. In this study, we take an individual differences approach to examine academic emotions and investigate how trait selfcontrol is related to students' experience of academic emotions. We posited a model wherein trait self-control predicted academic emotions which in turn predicted engagement and perceived academic achievement. Filipino university students answered relevant questionnaires. Results indicated that self-control positively predicted positive academic emotions (enjoyment, hope, and pride) and negatively predicted negative emotions (anger, anxiety, shame, hopelessness, and boredom). Academic emotions, in turn, had a significant impact on engagement, disaffection, and perceived achievement. Implications for exploring synergies between research on trait self-control and the control-value theory of academic emotions are discussed. © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht 2013. | - |
dc.language | eng | - |
dc.relation.ispartof | European Journal of Psychology of Education | - |
dc.subject | Academic emotions | - |
dc.subject | Control-value theory | - |
dc.subject | Achievement emotions | - |
dc.subject | Engagement | - |
dc.subject | Filipino students | - |
dc.subject | Disaffection | - |
dc.subject | Self-control | - |
dc.title | High self-control predicts more positive emotions, better engagement, and higher achievement in school | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1007/s10212-013-0188-z | - |
dc.identifier.scopus | eid_2-s2.0-84898808218 | - |
dc.identifier.volume | 29 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | 81 | - |
dc.identifier.epage | 100 | - |
dc.identifier.eissn | 1878-5174 | - |
dc.identifier.isi | WOS:000330631900005 | - |