Paper Information

Journal:   JOURNAL OF APPLIED PSYCHOLOGY   SPRING 2012 , Volume 6 , Number 1 (21); Page(s) 103 To 119.
 
Paper: 

THE RELATIONSHIP BETWEEN ACADEMIC SELF-CONCEPT, POSITIVE AND NEGATIVE ACADEMIC EMOTIONS WITH SELF-REGULATED LEARNING

 
 
Author(s):  NIKDEL N.*, KADIVAR P., FARZAD V., ARABZADEH M., KAVOSIAN J.
 
* YASOUJ UNIVERSITY
 
Abstract: 

Aim: The purpose of this study was to investigate the relationship between academic self-concept, positive (enjoyment, hope) and negative (anxiety, anger and fatigue) academic emotions with self-regulated. Methods: The method of the study was correlational and the population comprised of all male and female high school students of public and private school in Tehran the number 223742 in the 2007-2008 academic year that 840 students were selected by multistage cluster sampling and completed measuring academic self-concept by Marsh, 1990, academic emotions questionnaire by Pekrun, Goetz & Frenzel (2005) and measuring learning self-regulation questionnaire by Pintrich & Degroot, 1990. Data were analyzed using Pearson correlation coefficient and stepwise regression. Results: The correlation matrix of variables showed that relationship between academic self-concept and positive emotions and self-regulated learning was negative significant. The variables "boredom", "hope", "enjoyment" and "anxiety" were related with self-regulated learning, and together explained 55% of the variance in self-regulated learning. However, academic self-concept did not predict self-regulated learning. Conclusion: Academic emotions predict self-regulated learning and the strongest predictor seems to be class boredom. Therefore, the environment of the education should be aimed of enhancing positive emotions and reducing negative emotions in students through of improved the quality of teacher education.

 
Keyword(s): ACADEMIC SELF-CONCEPT, POSITIVE AND NEGATIVE ACADEMIC EMOTIONS, SELF-REGULATED LEARNING
 
References: 
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