دورية أكاديمية
The Dimensions and Functions of Students' Achievement Emotions in Chinese Chemistry Classrooms
| العنوان: | The Dimensions and Functions of Students' Achievement Emotions in Chinese Chemistry Classrooms |
|---|---|
| اللغة: | English |
| المؤلفون: | Gong, Xiaoyang (ORCID |
| المصدر: | International Journal of Science Education. 2020 42(5):835-856. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Grade 11 High Schools Secondary Education |
| Descriptors: | Chemistry Science Achievement Factor Analysis Self Efficacy Grade 11 High School Students Foreign Countries Emotional Response Student Attitudes Correlation Learner Engagement Psychological Patterns Asian Culture Cultural Influences Models |
| مصطلحات جغرافية: | China |
| DOI: | 10.1080/09500693.2020.1734684 |
| تدمد: | 0950-0693 |
| مستخلص: | Research points to the important role achievement emotions play in academic performance and career choices, yet few studies have examined achievement emotions in non-Western contexts. The current study extends this research base by examining students' achievement emotions among 103 eleventh-grade high school chemistry students in China. Using exploratory factor analysis and path analysis, we examined the dimensions of achievement emotions and tested a model in which achievement emotions mediated the relationship between chemistry self-efficacy and classroom engagement. Exploratory factor analysis indicated two distinct factors: "positive emotions" and "shame." Path analysis showed that "positive emotions" partially mediated the effect of chemistry self-efficacy on classroom engagement. Chemistry self-efficacy was also negatively associated with "shame." Findings are discussed in light of the role of Chinese culture in influencing the dimensions and functions of achievement emotions with implications for developing engaging classroom learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1257810 |
| قاعدة البيانات: | ERIC |
PDF full text from Publisher 
Full Text Finder | تدمد: | 0950-0693 |
|---|---|
| DOI: | 10.1080/09500693.2020.1734684 |