Differences between Semantic Profiles of the Action Tendencies Linked to Emotion Words in Achievement and Unspecified General Contexts, Defined by Colombian Spanish Native Speakers

Autor/inn/en	Chavarría, Jason A.; Villada Zapata, Johny; Chaves Castaño, Liliana
Titel	Differences between Semantic Profiles of the Action Tendencies Linked to Emotion Words in Achievement and Unspecified General Contexts, Defined by Colombian Spanish Native Speakers
Quelle	In: Electronic Journal of Research in Educational Psychology, 15 (2017) 2, S.326-354 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
DOI	10.14204/ejrep.42.16130
Schlagwörter	Semantics; Profiles; Definitions; Psychological Patterns; Questionnaires; Statistical Analysis; Emotional Response; Achievement; Foreign Countries; Spanish; Native Speakers; Comparative Analysis; Likert Scales; Undergraduate Students; Colombia + Suchen Sie Ihr Suchwort? Semantik; Charakterisierung; Profilanalyse; Begriffsbestimmung; Fragebogen; Statistische Analyse; Emotionales Verhalten; Performance; Leistung; Ausland; Spanisch; Muttersprachler; Likert-Skala; Kolumbien
Abstract	Introduction: We investigated the meaning of sixteen achievement emotion words--anger, anxiety, boredom, contentment, despair, disappointment, frustration, guilt, hope, hopelessness, joy, pride, relief, sadness, shame, and surprise--, specifically in terms of their action tendencies component, through a modified version of the CoreGRID questionnaire. Our aim was to identify in which cases the achievement context modifies the semantic profiles of each emotion word, specifically in terms of their action tendencies component, as compared to an unspecified general context. Method: Forty-one participants (22 females; M[subscript age] = 21.8, SD = 3.5), and another group of thirty-six participants (21 females; M[subscript age] = 20.42, SD = 2.8), rated the likelihood of eighteen action tendencies to be part of the meaning of each emotion word in an achievement context condition and in a general context condition, respectively. Results: In both conditions, Cronbach's Alpha ranged from 0.95 to 0.98. Data analysis revealed statistically significant differences for every emotion investigated, suggesting an influence of context in their semantic profile. Discussion: The discussion of these results is centered mainly around data from other studies that were interested in the motivational component of emotions, since there is a lacking of research on semantic profiles of achievement emotions. Finally, we make suggestions on directions for future research and inform of the limitations of our study. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01