Achievement Emotions and Relations With Self-Efficacy and Engagement in Chinese Chemistry Classrooms

• In Event: Poster Session 2
  In Poster Session: Science Teaching and Learning SIG Poster Session 2

Abstract

Culture substantially shapes students’ emotional perceptions within academic settings. The purpose of this study is to examine achievement emotions in a specific cultural and subject context – Chinese chemistry classrooms. The paper examines the dimension of achievement emotions and, following control-value theory, explores relations with self-efficacy as an antecedent and engagement as an outcome. Exploratory factor analysis indicated that there were two distinct factors in Chinese students’ emotions: positive emotions and shame (one specific type of negative emotions). Path analysis showed that chemistry self-efficacy had a significant positive relation with positive emotions and a significant negative relation with shame. Only positive emotions significantly predicted engagement.

Authors

• Xiaoyang Gong, University of Maryland - College Park

• Bradley W. Bergey, Queens College, CUNY

• Diane Jass Ketelhut, University of Maryland - College Park