Does Instructional Quality Impact All Students' Achievement Motivation and Emotions? A Person-Environment Fit Perspective in Higher Education (Poster 15)

• In Event: AERA Poster Session Nine
  In Poster Session: Learning Environments for Formal and Informal Education

Abstract

We examined how instructional quality and the need-supply fit on students’ need for instructional quality and received instructional quality predicted students’ achievement emotions and to what extent motivation mediated these associations. Using a sample of 225 undergraduates, the first analysis on the strategy of feedback indicated that more than 50% of students experienced a fit or a small misfit between their need for feedback and how much feedback they received. Received Feedback and the need-supply fit were associated with higher positive achievement emotions. These relations were mediated by students’ subjective task values. The need-supply fit was stronger in courses that students perceived as challenging than in courses that were perceived as important. Results on other instructional strategies will be presented.

Authors

• Charlott Rubach, University of Rostock
  Presenting Author

• Luise von Keyserlingk, University of Tübingen
  Non-Presenting Author

• Sandra D. Simpkins, University of California - Irvine
  Non-Presenting Author

• Jacquelynne S. Eccles, University of California - Irvine
  Non-Presenting Author