The Research Of Academic Emotions Based On Control-Value Theory For College Students

Objective:To develop Chinese-language versions of the Achievement Emotions Questionnaire (AEQ); To understand the characteristics of achievement emotions for college students and its relationship with school-work achievement, academic self-efficacy, achievement goals, learning-motivation, attribution styles and learning-strategies; To investigate the effect of various methods on college student’academic emotion; To research how appraisals of value influent college student’ academic emotion.Methods:1. In study1, the reliability, validity of the AEQ has been analyzed by means of item statistics, scale statistics, exploratory and confirmatory factor analysis.2. In study2, the AEQ in Chinese versions, the ABS-10in Chinese versions, the academic self-efficacy scales, achievement goals scales, the attribution styles scales, the motivation scales of the MSLQ, the learning-strategies of the MSLQ was applied in a study using a sample of college students(N=845) to explore the characteristics of achievement emotions for college students and its relationship with school-work achievement, academic self-efficacy, achievement goals, learning motivation, attribution styles and learning-strategies.3. In study3, the intervention research was conducted to explore the impacts of three teaching methods on college student’ academic emotions, which are activity teaching pattern, traditional teaching methods, discussing teaching pattern. The interindividual and intrainindividual research design was used to compare experimental group and control group.4. In study4, following the principal of purposive sampling,18children were selected and interviewed to explore how their appraisals of study influence their academic emotions, Following the standard procedure of grounded theory, interview data was then transformed to electronic text and analyzed with Nvivo8.0.Results:1. In study1, the result of the item analysis shows that both the decision value(t=11.90～91.65, p<0.001)and the correlation between item and total score(r=0.31～0.68, p<0.05)have reached a significant level. The reliabilities of the AEQ in Chinese versions range from adequate to very good(Alpha=0.67～0.90),with Alpha0.80for16of the24scales.The validity has been substantiated by factor analysis. Except from test-relief, in both the inter-environment and intra-environment is a positive correlation among positive emotion (r=0.62～0.74, p<0.05), positive correlation among negative emotions (r=0.58～0.75, p<0.05), negative correlation between positive emotions and negative emotions (r=-0.15～-0.40, p<0.05).The positive academic emotions related positively to school-work achievement (r=0.15～0.30, p<0.05), the negative academic emotions related negatively to school-work achievement (r=-0.16～-0.32, p<0.05)2. In study2,(1)College students in China reported less positive achievement emotions and less negative achievement emotions than that of college students in Canada(t=-75.53-6.95,p<0.05));(2)there are significant reciprocation in grades and majors for class-related negative high-arousal emotions,learn-related negative high-arousal emotions, test-related negative high-arousal emotions, test-related negative high-arousal emotions (F=2.93～5.80, p<0.05). there are significant reciprocation in gender and majors for class-related negative low-arousal emotions (F=6.90, p<0.05), the rural students reported more positive achievement emotions and less negative achievement emotions than that of urban students;(3) High-marks learning-ability self-efficacy group reported more positive achievement emotions than low-marks learning-ability self-efficacy group (t=6.28～8.63, p<0.05).High-marks learning-ability self-efficacy group reported less negative achievement emotions than low-marks learning-ability self-efficacy group (t=-2.08～-4.42, p<0.05). High-marks learning-behavior self-efficacy group reported more positive achievement emotions than low-marks learning- behavior self-efficacy group (t=4.71～9.01, p<0.05); master goals group reported more positive achievement emotions (t=2.61～4.72, p<0.05) and less negative achievement emotions than performance goals (t=-3.41～-5.41, p<0.05); pure-success attribution group reported more positive achievement emotions (t=4.28～4.65, p<0.05) and less negative achievement emotions than avoid-failure attribution group (t=-3.37～-8.07, p<0.05); intrinsic motivation group reported more positive achievement emotions (t=2.35～2.83, p<0.05) and less axiety than extrinsic motivation group(t=-2.24, p<0.05); elaboration strategies group reported more positive achievement emotions than rehearsal strategies group (t=2.85～4.52, p<0.05); Academic self-efficacy, master goals, pure-success attribution, intrinsic motivation and elaboration strategies correlated positively with positive academic emotions(r=0.27～0.59, p<0.05), academic self-efficacy, master goals, pure-success attribution intrinsic motivation correlated negatively with positive academic emotions (r=-0.25～-0.37, p<0.05), rehearsal strategies correlated positively with hope, boredom (r=-0.31～0.37, p<0.05), Learning-ability self-efficacy is a powerful factor to forecast enjoyment,hope, pride, anger, hopelessness. Mastery goal is a powerful factor to forecast enjoyment, hope. Rehearsal strategies are a powerful factor to forecast hope and boredom.(4)The positive achievement emotions correlated positively with school-work achievement (r=0.15～0.30, p<0.05), the negative achievement emotions correlated negatively with school-work achievement (r=-0.16～-0.32, p<0.05). There were significant difference among various school-work achievement for class-related negative high-arousal emotions, learn-related negative high-arousal emotions, test-related negative high-arousal emotions and test-related negative high-arousal emotions(F=2.85～11.40, p<0.05). The students who do well in school-work achievement reported more positive achievement emotions. Class-related negative high-arousal emotions, learn-related negative high-arousal emotions, test-related negative high-arousal emotions and test-related negative high-arousal emotions are powerful factosr to forecast school-work achievement(β=-0.15～2.01,p<0.05).3. In study3, for experimental group, there were significant difference for College Students’Academic Emotion with various teaching methods(F=3.12～27.38, p<0.05), the students report more positive emotion and less negative emotion under activity teaching pattern, for control group, academic emotions were not significant difference except class-related boredom (F=5.71, p<0.05).The first class, there were significant difference for class-related enjoyment, pride, anger, axiety, shame, boredom between experimental group and control group (F-12.71～7.36, p<0.05); The second class, there were significant difference for class-related pride, shame, boredom between experimental group and control group (F=-7.09～2.59, p<0.05); The third class, there were significant difference for class-related boredom between experimental group and control group (F=2.36, p<0.05)4. In study4, the results show that the students who appraisal higher value for class-study report more positive academic emotions than the students who appraisal lower value for class-study. Majority of the students have higher evaluation of the self-study value than the class study value. The idea teacher in college students’mind should be both mentor and friend, which means he/she should be responsible, approachable, talented, and humorous. Moreover, his/her class should be interesting, passionate and full of interactive teaching.Conclusion:1. The Chinese-language versions of the AEQ can be used to assess college students’achievement emotion. The reliabilities of the AEQ scales range from adequate to very good. Structural validity and external validity were tested by factor analysis. The instrument can measure students’enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom experienced during class, when studying, and when taking tests and exams. The three sections of the AEQ can be used together or singly.2. The significant effect of gender, grade, major for college student’ academic emotions were found.There are significant reciprocation in grade and major, the intensity of negative academic emotions for science and engineering students has obvious decreasing trend with grade, the intensity of negative academic emotions for liberal arts students has obvious increasing trend with grade. There were significant difference between rural students and urban students, the urban students report more positive academic emotions and less negative academic emotions than rural students.3. Academic self-efficacy, achievement goals, attribution styles, learning-motivation, learning-strategies have important effect on college students’academic emotions. The correlation coefficient between academic self-efficacy and academic emotions is the biggest, academic self-efficacy can forecast academic emotions effectively. The results of the study consist with the control-value theory.4. The academic emotions can forcast school-work achievements and the positive-arousal emtions are the strongest factor to forcast school-work achievements. The achievement emotions have significant difference among various level of school-work achievements, the students who do well in school-work achievement reported more positive achievement emotions, the students have poor academic performance reported more negtive achievement emotions.5. Activity teaching pattern can promote the development of class-related emotions for college students. For experimental group, there were significant difference for College Students’Academic Emotion with various teaching methods, the students report more positive emotion and less negative emotion under activity teaching pattern.6. The appraisal of study-value is an important factor influencing college students’academic emotions.Students who appraisal higher value for class-study report more positive academic emotions than the students who appraisal lower value for class-study. Majority of the students have higher evaluation of the self-study value than the class study value, compared to class-studying, students report more positive academic emotions when self-studying.