The Relation of Classroom Instructional Quality and Cognitive Appraisals with Academic Emotions and its Motivational Outcomes

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RABBANI ZEINAB; TALEPASAND SIAVASH; RAHIMIAN BOOGAR ESHAGH; MOHAMMADIFAR MOHAMMAD ALI

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Journal Paper

Paper Information

Journal: Journal of Psychology Year:2018 | Volume:22 | Issue:2 (86) Page(s): 202-219

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Title

The Relation of Classroom Instructional Quality and Cognitive Appraisals with Academic Emotions and its Motivational Outcomes

Author(s)

RABBANI ZEINAB | TALEPASAND SIAVASH | RAHIMIAN BOOGAR ESHAGH | MOHAMMADIFAR MOHAMMAD ALI | Issue Writer Certificate

Keywords

academic emotionsQ1

instructional qualityQ2

cognitive appraisalsQ1

self-determined motivationQ1

Pekrun’s control-value theoryQ1

Abstract

The aim of present study was to investigate the relationship between the quality of classroom instruction and cognitive appraisals with academic emotions and their motivational outcomes, based on Pekrun’ s control-value theory. The participants were 586 nine grade students (male and female) in Tehran that selected using multistage cluster sampling method. The participants completed five questionnaires, academic emotions Questionnaire (AEQ), Academic Motivation Scale (AMS), Academic Control Scale, Cognitive Activation Questionnaires and Perceived Teacher Feedback, Questionnaire and four scales, task diffculty, task value, mastery evaluation and Teacher’ s Quality of Teaching Scale. The relation between variables were examined by a structural equation modeling and tested with path analysis method that the model was confirmed. The results of path analysis showed that cognitive activation, task difficulty, mastery evaluation and achievement feedback had significant and direct effects on cognitive evaluations. Cognitive activation and task difficulty had direct and indirect significant effects on positive and negative emotions and self-determined motivation, through mediatory variables. Achievement feedback had a significant direct effect on positive emotions and it had indirect significant effects on negative emotions and self-determined motivation. However teacher instruction quality had only a direct effect on negative emotions and an indirect effect on self-determined motivation. Also academic control and task value had significant effects on positive and negative emotions and self-determined motivation, and this emotions had significant effect on self-determined motivation. Therefore instructional quality as classroom environmental factor affect on cognitive appraisals and they are both determinants of positive and negative emotions experienced in classroom, And these emotions affect on self-determined motivation of students.

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APA: Copy

RABBANI, ZEINAB, TALEPASAND, SIAVASH, RAHIMIAN BOOGAR, ESHAGH, & MOHAMMADIFAR, MOHAMMAD ALI. (2018). The Relation of Classroom Instructional Quality and Cognitive Appraisals with Academic Emotions and its Motivational Outcomes. JOURNAL OF PSYCHOLOGY, 22(2 (86) ), 202-219. SID. https://sid.ir/paper/54457/en

Vancouver: Copy

RABBANI ZEINAB, TALEPASAND SIAVASH, RAHIMIAN BOOGAR ESHAGH, MOHAMMADIFAR MOHAMMAD ALI. The Relation of Classroom Instructional Quality and Cognitive Appraisals with Academic Emotions and its Motivational Outcomes. JOURNAL OF PSYCHOLOGY[Internet]. 2018;22(2 (86) ):202-219. Available from: https://sid.ir/paper/54457/en

IEEE: Copy

ZEINAB RABBANI, SIAVASH TALEPASAND, ESHAGH RAHIMIAN BOOGAR, and MOHAMMAD ALI MOHAMMADIFAR, “The Relation of Classroom Instructional Quality and Cognitive Appraisals with Academic Emotions and its Motivational Outcomes,” JOURNAL OF PSYCHOLOGY, vol. 22, no. 2 (86) , pp. 202–219, 2018, [Online]. Available: https://sid.ir/paper/54457/en

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