The Relationship Between Classroom Goal Structures and Academic Emotions: Analysis of the Mediated Effect of Self-Determined Motivation

• In Event: Poster Session 5
  In Poster Session: Motivational Processes Related to Goals, Emotions, Interest, and Self-Regulation

Abstract

Based on the control-value theory of achievement emotions and self-determination theory, this study investigates the effects of the mediators, autonomous motivation and controlled motivation, on the relationships between classroom goal structures and academic emotions. Participants were 588 eighth grade students in Taiwan. The collected data were analyzed by Structural Equation Modeling. The results of this study were summarized as follows: (a) the effects of classroom mastery goal structure on academic emotions (e.g., enjoyment, anger, anxiety, and boredom) were mediated by autonomous motivation and controlled motivation; (b) the effects of classroom performance goal structure　on academic emotion (e.g., anxiety) were mediated by autonomous motivation and controlled motivation.

Authors

• Ying-Chuan Lai

• Bing-Lin Cherng, National Cheng Kung University

• Po-Han Wu, National Sun Yat-sen University