The Relationship Between Teachers' Autonomy Support and Academic Emotions: Analysis of the Mediated Effect of Cognitive Appraisal Variables

• In Event: 75.062 - Poster Session 18
  In Poster Session: 75.062-2 - Motivational and Cognitive Processes: Self-Regulation, Emotions, and Memory

Abstract

Based on the control-value theory of achievement emotions, this study examined the effects of the mediators, self-efficacy and autonomous motivation, on the relationships between teachers’ autonomy support and academic emotions. Participants were 560 eighth grade students in Taiwan. The instruments used in the study included the Teachers’ Autonomy Support Scale, Self-efficacy Scale, Autonomous Motivation Scale, and Academic Emotions Questionnaire. The collected data were analyzed by Structural Equation Modeling (SEM). The results of this study were summarized as follows: (a) the effects of teachers’ autonomy support on academic emotions were mediated by self-efficacy; (b) the effects of teachers’ autonomy support　on academic emotions were mediated by autonomous motivation.

Authors

• Ying-Chuan Lai

• Bing-Lin Cherng, National Cheng Kung University

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