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...
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crwiley:10.1111/j.2044-8279.1997.tb01247.x 2023-12-03T10:26:10+01:00 Academic goals and emotions: results of a structural equation model and a cluster analysis Seifert, Timothy L. 1997 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 en eng Wiley http://onlinelibrary.wiley.com/termsAndConditions#vor British Journal of Educational Psychology volume 67, issue 3, page 323-338 ISSN 0007-0998 2044-8279 Developmental and Educational Psychology Education journal-article 1997 crwiley https://doi.org/10.1111/j.2044-8279.1997.tb01247.x 2023-11-09T13:13:17Z 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. Article in Journal/Newspaper Newfoundland Wiley Online Library (via Crossref) Newfoundland British Journal of Educational Psychology 67 3 323 338 |
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Open Polar |
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Wiley Online Library (via Crossref) |
op_collection_id |
crwiley |
language |
English |
topic |
Developmental and Educational Psychology Education |
spellingShingle |
Developmental and Educational Psychology Education Seifert, Timothy L. Academic goals and emotions: results of a structural equation model and a cluster analysis |
topic_facet |
Developmental and Educational Psychology Education |
description |
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. |
format |
Article in Journal/Newspaper |
author |
Seifert, Timothy L. |
author_facet |
Seifert, Timothy L. |
author_sort |
Seifert, Timothy L. |
title |
Academic goals and emotions: results of a structural equation model and a cluster analysis |
title_short |
Academic goals and emotions: results of a structural equation model and a cluster analysis |
title_full |
Academic goals and emotions: results of a structural equation model and a cluster analysis |
title_fullStr |
Academic goals and emotions: results of a structural equation model and a cluster analysis |
title_full_unstemmed |
Academic goals and emotions: results of a structural equation model and a cluster analysis |
title_sort |
academic goals and emotions: results of a structural equation model and a cluster analysis |
publisher |
Wiley |
publishDate |
1997 |
url |
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 |
geographic |
Newfoundland |
geographic_facet |
Newfoundland |
genre |
Newfoundland |
genre_facet |
Newfoundland |
op_source |
British Journal of Educational Psychology volume 67, issue 3, page 323-338 ISSN 0007-0998 2044-8279 |
op_rights |
http://onlinelibrary.wiley.com/termsAndConditions#vor |
op_doi |
https://doi.org/10.1111/j.2044-8279.1997.tb01247.x |
container_title |
British Journal of Educational Psychology |
container_volume |
67 |
container_issue |
3 |
container_start_page |
323 |
op_container_end_page |
338 |
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1784275368081883136 |