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Positive test emotions – contributions of students goal orientations, volitional strategies and academic achievement

Irena Burić   ORCID icon orcid.org/0000-0001-9182-968X ; Department of Psychology, University of Zadar
Izabela Sorić ; Department of Psychology, University of Zadar

Puni tekst: hrvatski, pdf (680 KB) str. 183-199 preuzimanja: 938* citiraj
APA 6th Edition
Burić, I. i Sorić, I. (2011). Pozitivne emocije u ispitnim situacijama – doprinosi učeničkih ciljnih orijentacija, voljnih strategija i školskog postignuća. Suvremena psihologija, 14 (2), 183-199. Preuzeto s https://hrcak.srce.hr/83115
MLA 8th Edition
Burić, Irena i Izabela Sorić. "Pozitivne emocije u ispitnim situacijama – doprinosi učeničkih ciljnih orijentacija, voljnih strategija i školskog postignuća." Suvremena psihologija, vol. 14, br. 2, 2011, str. 183-199. https://hrcak.srce.hr/83115. Citirano 17.10.2019.
Chicago 17th Edition
Burić, Irena i Izabela Sorić. "Pozitivne emocije u ispitnim situacijama – doprinosi učeničkih ciljnih orijentacija, voljnih strategija i školskog postignuća." Suvremena psihologija 14, br. 2 (2011): 183-199. https://hrcak.srce.hr/83115
Harvard
Burić, I., i Sorić, I. (2011). 'Pozitivne emocije u ispitnim situacijama – doprinosi učeničkih ciljnih orijentacija, voljnih strategija i školskog postignuća', Suvremena psihologija, 14(2), str. 183-199. Preuzeto s: https://hrcak.srce.hr/83115 (Datum pristupa: 17.10.2019.)
Vancouver
Burić I, Sorić I. Pozitivne emocije u ispitnim situacijama – doprinosi učeničkih ciljnih orijentacija, voljnih strategija i školskog postignuća. Suvremena psihologija [Internet]. 2011 [pristupljeno 17.10.2019.];14(2):183-199. Dostupno na: https://hrcak.srce.hr/83115
IEEE
I. Burić i I. Sorić, "Pozitivne emocije u ispitnim situacijama – doprinosi učeničkih ciljnih orijentacija, voljnih strategija i školskog postignuća", Suvremena psihologija, vol.14, br. 2, str. 183-199, 2011. [Online]. Dostupno na: https://hrcak.srce.hr/83115. [Citirano: 17.10.2019.]

Sažetak
The role of positive test emotions is very important for a whole range of relevant outcomes in a students’ life. Considering the insufficiently explored emotional antecedents, the aim of this study was to examine the unique contribution of students' goal orientations (mastery, performance and work avoidance goal orientation), volitional strategies in learning (a self-efficacy enhancement and stress reduction strategies, negative-based incentives), and previous academic achievement in explaining positive emotions of joy, hope, pride and relief, that are typically experienced in test situations in mathematics. The sample consisted of 365 high school students who completed the self-report questionnaire during their regular scheduled class. The results of hierarchical regression analysis generally showed that students’ mastery and performance goal orientations, use of self-efficacy enhancement and stress reduction strategies, rather than negative-based incentives in order to regulate emotions and motivation while studying mathematics, positively predicted most analyzed positive test emotions. Furthermore, a higher level of academic achievement in mathematics was a positive predictor of all test emotions. Research has shown that, in accordance with theoretical assumptions, emotions, joy, hope, pride and relief experienced in typical testing situations in mathematics, could be significantly explained by the students' goal orientation, volitional strategies in learning and levels of previous achievement in mathematics. In addition, negative-based incentives have proven to be, in terms of emotional experience, quite a negative form of volitional control strategy.

Ključne riječi
positive test emotions; goal orientations; volitional strategies; academic achievement

Hrčak ID: 83115

URI
https://hrcak.srce.hr/83115

[hrvatski]

Posjeta: 1.776 *