{"title":"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","authors":"Jose A. Soto, Anna C. Salomaa, Roua Daas","doi":"10.1007/s11031-024-10074-1","DOIUrl":null,"url":null,"abstract":"<p>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 (<i>N</i> =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.</p>","PeriodicalId":48282,"journal":{"name":"Motivation and Emotion","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Emotion beliefs and goal setting: Malleability of emotion predicts changes in goal orientation across a semester\",\"authors\":\"Jose A. Soto, Anna C. Salomaa, Roua Daas\",\"doi\":\"10.1007/s11031-024-10074-1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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 (<i>N</i> =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.</p>\",\"PeriodicalId\":48282,\"journal\":{\"name\":\"Motivation and Emotion\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-06-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Motivation and Emotion\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s11031-024-10074-1\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Motivation and Emotion","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s11031-024-10074-1","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
Emotion beliefs and goal setting: Malleability of emotion predicts changes in goal orientation across a semester
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.
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.