Academic goals and emotions: results of a structural equation model and a cluster analysis
Background . Motivational researchers have suggested that the environment plays a key role in students' goal formation. However, some recent work (Seifert, 1996) suggests that students' emotions may play a role in goal formation. Aim . This study examined the relationship between environme...
| Published in: | British Journal of Educational Psychology |
|---|---|
| Main Author: | |
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
Wiley
1997
|
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1111/j.2044-8279.1997.tb01247.x https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fj.2044-8279.1997.tb01247.x http://onlinelibrary.wiley.com/wol1/doi/10.1111/j.2044-8279.1997.tb01247.x/fullpdf |
| Summary: | Background . Motivational researchers have suggested that the environment plays a key role in students' goal formation. However, some recent work (Seifert, 1996) suggests that students' emotions may play a role in goal formation. Aim . This study examined the relationship between environment, emotions, and goals. Do emotions and perceptions of teachers both contribute to goal orientation, or do emotions mediate the influence of perceptions of teachers on goal orientation? Sample . 559 Grade 10 students in Newfoundland and Labrador. Method . Two structural equations were postulated: one in which students' affect mediated the influence of perceptions of teachers on goal orientation and one in which students' affect contributed to goal formation in addition to perceptions of teachers. A cluster analysis of affect scores was performed followed by between‐group and within‐group contrasts of goal orientation scores. Results . The structural equation model in which emotions mediate the influence of perceptions of teachers on goal orientation fit the data better than the model in which perceptions of teachers directly predicted goal orientation. The cluster analysis showed that groups with different profiles of affect pursued different goals. Conclusions . Emotions seem to be directly linked to goal orientation. Teachers who are perceived as nurturing will foster feelings of self‐assuredness and control in students which will lead to a learning orientation. |
|---|