LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	78535
Collocazione	UPS BIBL CENTR
Autore	KETONEN, E. E.
Titolo	The role of daily autonomous and controlled educational goals in students’ academic emotion states : an experience sampling method approach. Parte componente di periodico
Descrizione fisica	pp. 10-20.
Nota generale	Estratto da: Learning and Instruction 2018, 53
Riassunto	The present study examines antecedents of university students' academic emotions (Pekrun, Goetz, Titz, & Perry, 2002) in the context of self-determination theory (SDT; Deci & Ryan, 1985; 2000), using real-time assessment and intra-individual analyses. We investigated whether daily autonomous and controlled-motivated educational goals predicted students' academic emotions. University students (N = 55) completed smartphone diaries over 14 consecutive days. The two-week intensive longitudinal data were organized in a hierarchical three-level structure, with situations (Level 1) nested within days (Level 2) nested within students (Level 3). Students' goal motivation was assessed in morning questionnaires, and academic emotions in three daytime questionnaires. The results of the multilevel structural equation models showed that setting self-determined autonomous educational goals predicted positive emotions, whereas controlled motivation predicted negative emotions in everyday academic situations, applying both to within-person processes and between-person differences. Both kinds of goal motivation, autonomous and controlled, were associated with determination in students’ daily lives.
Tipo di documento	RICERCA.
Soggetto	STUDENTI.
	UNIVERSITÀ.
	EMOZIONI.
	MOTIVAZIONE.
	RENDIMENTO.
	APPRENDIMENTO.
	FINLANDIA.
Ambito	Pedagogico
Ambito	Psicologico
Autore Secondario	DIETRICH, J.
	MOELLER, J.
	SALMELA-ARO, K.
	LONKA, K.
Titolo correlato	Learning and Instruction 2018, 53
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=126416129&lang=it&site=ehost-live

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The role of daily autonomous and controlled educational goals in students’ academic emotion states : an experience sampling method approach.