List of Articles هیجان‎های پیشرفت

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  1 - The Role of Achievement Goals in Prediction of Achievement Emotions: Validation of Pekrun’s Theory
  Maryam Bordbar Farideh Yousefi
  The aim of the study was to investigate the role achievement goals play in positive and negative achievement emotions among university students. One hundred and sixty one students were selected (95 females, 66 males) from Shiraz University using the multi-stage cluster More

  The aim of the study was to investigate the role achievement goals play in positive and negative achievement emotions among university students. One hundred and sixty one students were selected (95 females, 66 males) from Shiraz University using the multi-stage cluster random sampling. The participants completed the Aachievement Goals Questionnaire (Elliot & McGregor, 2001) and the Achievement emotions Questionnaire (Pekrun, Goetz, Titz & Perry, 2002). The results of multiple regression analysis indicated that mastery/approach goal positively and significantly predicted enjoyment, hope and pride, and negatively and significantly predicted boredom, anxiety and shame. Mastery/avoidance goal was positive and significant predictor of shame, and performance/avoidance goal was positive and significant predictor of shame, anxiety and boredom. The findings suggested that achievement goals play effective role in students’ emotional experiences across achievement settings.   Manuscript profile
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  2 - The Relations of Academic Resiliency and Cognitive Appraisal to Academic Self-Handicapping: The Mediating Role of Achievement Emotions
  Davod Laki Omid Shokri Mozhgan Sepahmansuor Sara Ebrahimi
  T his study aimed to examine the mediating role of the achievement emotions in the relationship between  academic resiliency and cognitive appraisal, and academic self-handicapping among university students. Three hundred students (128 males, 172 females More

  T his study aimed to examine the mediating role of the achievement emotions in the relationship between  academic resiliency and cognitive appraisal, and academic self-handicapping among university students. Three hundred students (128 males, 172 females) were selected using convenience sampling. The participants completed the Academic Resilience Scale (ARS; Martin, & Marsh,2006), the Stress Appraisal Measure-Revised (SAM-R; Rowley, Roesch, Jurica,  & Vaughn, 2005), the Academic Achievement Questionnaire-Revised (AAQ-R; Pekrun,  Goetz,  & Perry, 2005). and the Academic Self-Handicapping Scale (ASS; Midgley, Arunkumar, & Urdan, 1996). The structural equation modeling  was used to examine mediating role of  achievement emotions in the relationship between academic resiliency and cognitive appraisal processes and academic self-handicapping. The results indicated that the partially mediated model of achievement emotions in the relationship between academic resiliency and cognitive appraisals and academic self-handicapping had good fit to the data. In the hypothesized model, all of the regression weights were statistically significant. Academic resiliency, cognitive appraisals, and positive and negative emotions accounted for 59% of the variance in academic self-handicapping. Manuscript profile
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  3 - Comparison of Problem-Based Learning and Lecture-Based learning Effectiveness on Achievement Emotions
  Rahim Badri Gargari Shahram Vahedi Yousef Adib Sina Shafiei Soork
  this quasi-experimental study aimed to compare the effectiveness of problem-based learning (PBL) and traditional lecture-based learning (LBL) on achievement emotions among teacher students. The pretest posttest nonequivalent control group design was used to test the res More

  this quasi-experimental study aimed to compare the effectiveness of problem-based learning (PBL) and traditional lecture-based learning (LBL) on achievement emotions among teacher students. The pretest posttest nonequivalent control group design was used to test the research hypotheses. Using convenience sampling, two classes were selected from Farhangian University in Yazd, Iran.The classes randomly assigned into the experimental group (n=35) and control group (n=33). The experimental group received PBL and the control group received LBL. The participants completed the Achievement Emotions Questionnaire (Pekrun, Goetz, Titz & Perry, 2002). The results of univariate analysis of covariance indicated  that PBL was more effective than LBL in positive class-related emotions, including enjoyment, hope, and pride, and in positive learning-related emotions, including enjoyment, hope, and pride.The finding suggested that the PBL approach can be an alternative to the traditional lecture method in the education of  teacher students. Manuscript profile