The role of academic buoyancy and emotions in students' learning-related expectations and behaviours in primary school

Autor: David W. Putwain, Timo Ahonen, Sami Määttä, Noona Kiuru, Riikka Hirvonen
Rok vydání: 2019
Předmět:
Male
Emotions
koululaiset
Child Behavior
050109 social psychology
primary school
learning-related behaviours
Academic Performance
Developmental and Educational Psychology
Longitudinal Studies
Student learning
Child
Schools
task-oriented planning
LB1501
4. Education
academic emotions
05 social sciences
050301 education
L1
Female
medicine.symptom
Psychology
Social psychology
Buoyancy
oppiminen
Adolescent
failure expectations
BF
Context (language use)
engineering.material
Affect (psychology)
Structural equation modeling
academic buoyancy
Education
käyttäytymismallit
tunteet
odotukset
medicine
Humans
Learning
0501 psychology and cognitive sciences
Students
epäonnistuminen
Boredom
avoidance behaviour
Avoidance behaviour
Learner engagement
Adolescent Behavior
engineering
peruskoulu
0503 education
Zdroj: The British journal of educational psychologyReferences. 90(4)
ISSN: 2044-8279
0007-0998
Popis: Background. Academic buoyancy refers to students’ ability to come through ordinary challenges they face in the academic context, and it can positively contribute to students’ beliefs and behaviours in learning situations. Although buoyancy has been found to be related to positive academic outcomes, previous studies have not examined how buoyancy influences academic emotions in learning situations and how these emotions further affect students’ learning-related expectations and behaviours. \ud Aims. This study investigated to what extent academic buoyancy predicts students’ failure expectations, avoidance behaviour, and task-oriented planning in learning situations, and to what extent academic emotions mediate the effect of academic buoyancy on these expectations and behaviours.\ud Sample. A total of 845 Finnish students in the sixth grade of primary school.\ud Methods. Self-report data for academic buoyancy and academic emotions in the autumn semester and learning-related expectations and behaviours in the spring semester were analysed using structural equation modelling, controlling for gender, grade point average, and previous levels of learning-related expectations and behaviours.\ud Results. The findings showed that high academic buoyancy indirectly predicted lower avoidance behaviour, fewer failure expectations, and higher task-oriented planning via academic emotions. High academic buoyancy was related to high enjoyment and hope as well as low boredom and hopelessness, which further predicted low failure expectations. High hope and low boredom also predicted low avoidance behaviour and high hope was associated with high task-oriented planning.\ud Conclusions. The findings suggest that academic buoyancy supports positive expectations and adaptive behaviours in learning situations through the regulation of emotions.
Databáze: OpenAIRE
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