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The Role of Explicit Need Strength for Emotions during Learning
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Flunger, Barbara; Pretsch, Johanna; Schmitt, Manfred; Ludwig, Peter – Learning and Individual Differences, 2013
According to self-determination theory, the satisfaction of the basic needs for autonomy, competence, and relatedness influences achievement emotions and situational interest. The present study investigated whether domain-specific explicit need strength moderated the impact of need satisfaction/dissatisfaction on the outcomes achievement emotions…
Descriptors: Need Gratification, Self Determination, Personal Autonomy, Competence
Test Anxiety in Written and Oral Examinations
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Sparfeldt, Jorn R.; Rost, Detlef H.; Baumeister, Ulrike M.; Christ, Oliver – Learning and Individual Differences, 2013
The distinction of different test anxiety reactions (e.g., worry, emotionality) is well established. Recently, additional relevance has been given to school-subject-specific test anxiety factors. The present study explored a further aspect concerning the structure of test anxiety experiences, specifically oral versus written examination modes. A…
Descriptors: Validity, Measures (Individuals), Grade 9, Test Anxiety
The Role of Test Hope and Hopelessness in Self-Regulated Learning: Relations between Volitional Strategies, Cognitive Appraisals and Academic Achievement
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Buric, Irena; Soric, Izabela – Learning and Individual Differences, 2012
The aim of this study was to examine the relationships amongst students' test emotions of hope and hopelessness, their antecedents of cognitive control and value appraisals and volitional strategies during learning, as well as their effects on academic achievement in the domain of mathematics, using the control-value theoretical framework. Sample…
Descriptors: Academic Achievement, Student Motivation, Metacognition, Correlation
Associations of Temperament Traits and Mathematics Grades in Adolescents Are Dependent on the Rater but Independent of Motivation and Cognitive Ability
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Hintsanen, Mirka; Alatupa, Saija; Jokela, Markus; Lipsanen, Jari; Hintsa, Taina; Leino, Mare – Learning and Individual Differences, 2012
The current study examines associations between self- and teacher-rated temperament traits (activity, inhibition, negative emotionality, persistence, distractibility, and mood) and mathematics grades. The sample includes 310 ninth grade students (mean age 15.0) from several schools in Finland. Analyses were conducted with multilevel modeling.…
Descriptors: Grades (Scholastic), Student Motivation, Foreign Countries, Grade 9