Emotion beliefs and goal setting: Malleability of emotion predicts changes in goal orientation across a semester

IF 1.7 3区 心理学 Q3 PSYCHOLOGY, EXPERIMENTAL
Jose A. Soto, Anna C. Salomaa, Roua Daas
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Abstract

Research has demonstrated that lay beliefs about emotions (i.e., whether they are viewed as malleable or fixed) may shape important outcomes in educational performance. Given the prominent role of emotions in learning and goal setting, the present study examined whether emotion beliefs moderated (1) the relationship between the experience of academic emotions and grades and (2) the relationship between academic emotions and shifts in goal setting. Undergraduate students (N =329) enrolled in an introductory psychology course reported on their emotions and goal orientations across two waves of data collection which took place before and after their first two exams. Multiple regression analyses revealed that emotion beliefs moderated the relationship between academic emotions and changes in goal orientation across the semester. Specifically, greater experience of negative outcome-related emotions was associated with decreases in mastery- and performance-avoidance goal orientations among individuals who tended to view emotions as more malleable. On the other hand, for students who felt their emotions were more fixed, change in avoidance goals was not influenced by negative outcome emotions. Our results point to the added benefit in students viewing emotions as malleable, as this perspective may lead to students disengaging less with course material (i.e., decreasing avoidance goal orientations) after learning experiences marked by negative emotions. Overall, our findings provide preliminary support for the inclusion of emotion beliefs in models of academic achievement.

Abstract Image

情绪信念与目标设定:情绪的可塑性可预测整个学期目标取向的变化
研究表明,非专业人士对情绪的信念(即认为情绪是可塑的还是固定不变的)可能会影响学习成绩的重要结果。鉴于情绪在学习和目标设定中的突出作用,本研究考察了情绪信念是否调节了(1)学习情绪体验与成绩之间的关系,以及(2)学习情绪与目标设定转变之间的关系。参加心理学入门课程学习的本科生(人数=329)在前两次考试前后的两次数据收集中报告了他们的情绪和目标取向。多元回归分析表明,情绪信念调节了学业情绪与整个学期目标取向变化之间的关系。具体来说,对于那些倾向于认为情绪更易改变的人来说,与结果相关的消极情绪经历越多,其掌握和逃避成绩的目标取向就越低。另一方面,对于那些认为自己的情绪比较固定的学生来说,回避目标的变化不受负面结果情绪的影响。我们的研究结果表明,将情绪视为可塑性强的学生更有益处,因为这种观点可能会使学生在经历了以负面情绪为标志的学习经历后,减少与课程材料的脱离(即减少回避目标取向)。总之,我们的研究结果为将情绪信念纳入学业成就模型提供了初步支持。
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来源期刊
CiteScore
5.40
自引率
4.20%
发文量
69
期刊介绍: Motivation and Emotion publishes articles on human motivational and emotional phenomena that make theoretical advances by linking empirical findings to underlying processes. Submissions should focus on key problems in motivation and emotion, and, if using non-human participants, should contribute to theories concerning human behavior.  Articles should be explanatory rather than merely descriptive, providing the data necessary to understand the origins of motivation and emotion, to explicate why, how, and under what conditions motivational and emotional states change, and to document that these processes are important to human functioning.A range of methodological approaches are welcome, with methodological rigor as the key criterion.  Manuscripts that rely exclusively on self-report data are appropriate, but published articles tend to be those that rely on objective measures (e.g., behavioral observations, psychophysiological responses, reaction times, brain activity, and performance or achievement indicators) either singly or combination with self-report data.The journal generally does not publish scale development and validation articles.  However, it is open to articles that focus on the post-validation contribution that a new measure can make.  Scale development and validation work therefore may be submitted if it is used as a necessary prerequisite to follow-up studies that demonstrate the importance of the new scale in making a theoretical advance.
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