In the last decades, a growing body of investigation have look forward to understand the role of emotions in education. This study aims to investigate the relationships between students’ perception of the classroom environment, academic emotions and learning motivation. Our approach suggests the inclusion of specific aspects of the classroom discrete emotions: enjoyment, pride, anger, anxiety, shame, hopelessness and boredom (in order to transpose the traditional dichotomy positive-negative emotions), and students’ motivation through the lens of achievement goal orientation. The following instruments were applied: Inventário de Processos de Sala de Aula (IPSA; Bastos, Barbosa, Oliveira & Dias, 2009), Questionários de Emoções Académicas (original: AEQ-M, Pekrun, Goetz & Frenzel, 2005) and Questionário de Objectivos de Realização (original: Personal Achievement Goal Orientations, Midgley et al, 2000). Thus, with a sample composed by 405 5th and 6th graders, this quantitative study has allowed to conclude that classroom emotions and learning motivation vary accordingly with gender, age and parents’ school level. We understood that certain students’ classroom perceptions lead to some discrete academic emotions, to specific goal orientations, and have an impact on learning achievement.
|Date of Award||26 Oct 2011|
- Universidade Católica Portuguesa
|Supervisor||Paulo César Dias (Supervisor)|
- Academic emotions