Students' Achievement Emotions in University Courses -- Does the Teaching Approach Matter?

Autor/inn/en	Jacob, Barbara; Hofmann, Florian; Stephan, Melanie; Fuchs, Katharina; Markus, Stefan; Gläser-Zikuda, Michaela
Titel	Students' Achievement Emotions in University Courses -- Does the Teaching Approach Matter?
Quelle	In: Studies in Higher Education, 44 (2019) 10, S.1768-1780 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1665324
Schlagwörter	Academic Achievement; Emotional Response; College Students; College Faculty; Self Determination; Teaching Methods; Gender Differences; Foreign Countries; Student Attitudes; Curriculum; Personal Autonomy; Student Participation; Student Motivation; Germany + Suchen Sie Ihr Suchwort? Schulleistung; Emotionales Verhalten; Collegestudent; Fakultät; Selbstbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Ausland; Schülerverhalten; Curricula; Lehrplan; Rahmenplan; Individuelle Autonomie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulische Motivation; Deutschland
Abstract	Students' achievement emotions have an impact on learning and academic success. Therefore research on learning and teaching in higher education should not only focus on cognitive outcomes but on students' emotions, as well. The aim of our quasi-experimental study was to analyze students' achievement emotions based on the control-value approach in different instructional settings. An intervention was carried out with two teachers and 217 students referring to self-determination theory. We tested the influence of a student-oriented versus a teacher-centered approach on students' experience of self-determination and their achievement emotions. The results show a generally high level of students' positive achievement emotions. As expected, more autonomy and participation are experienced in student-oriented settings, but not more positive and less negative emotions than in teacher-centered settings. Main quantitative results are being discussed in terms of theoretical and methodological implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01