The Influence of Emotion on Academic Motivation and Outcomes Among Alternative High School Students

• In Event: Poster Session 7
  In Poster Session: Division C Section 2a Poster Session 2: Motivational and Affective Processes

Abstract

The relationship of emotion and identification with academics with self-efficacy, academic motivation, and academic outcomes among urban, alternative school students was investigated. The results showed that positive emotion and identification with academics were related to, and predicted self-efficacy. Emotions such as depression and anxiety were negatively correlated with self-efficacy, motivation, and academics. Multiple regression analyses demonstrated that self-efficacy predicted learning goals, learning goals predicted academic engagement, and engagement predicted academic outcomes. There were also significant predictions between emotion and identification with academics, self-efficacy, and motivation. Self-efficacy, mastery goals, and meaningful cognitive engagement ultimately predicted academic outcomes.

Authors

• John L. Rausch, John Carroll University

• Gabrielle Cregan, John Carroll University