The Dimensions and Functions of Students' Achievement Emotions in Chinese Chemistry Classrooms

Autor/inn/en	Gong, Xiaoyang; Bergey, Bradley W.
Titel	The Dimensions and Functions of Students' Achievement Emotions in Chinese Chemistry Classrooms
Quelle	In: International Journal of Science Education, 42 (2020) 5, S.835-856 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gong, Xiaoyang) ORCID (Bergey, Bradley W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1734684
Schlagwörter	Chemistry; Science Achievement; Factor Analysis; Self Efficacy; Grade 11; High School Students; Foreign Countries; Emotional Response; Student Attitudes; Correlation; Learner Engagement; Psychological Patterns; Asian Culture; Cultural Influences; Models; China + Suchen Sie Ihr Suchwort? Chemie; Faktorenanalyse; Self-efficacy; Selbstwirksamkeit; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Emotionales Verhalten; Schülerverhalten; Korrelation; Cultural influence; Kultureinfluss; Analogiemodell
Abstract	Research points to the important role achievement emotions play in academic performance and career choices, yet few studies have examined achievement emotions in non-Western contexts. The current study extends this research base by examining students' achievement emotions among 103 eleventh-grade high school chemistry students in China. Using exploratory factor analysis and path analysis, we examined the dimensions of achievement emotions and tested a model in which achievement emotions mediated the relationship between chemistry self-efficacy and classroom engagement. Exploratory factor analysis indicated two distinct factors: "positive emotions" and "shame." Path analysis showed that "positive emotions" partially mediated the effect of chemistry self-efficacy on classroom engagement. Chemistry self-efficacy was also negatively associated with "shame." Findings are discussed in light of the role of Chinese culture in influencing the dimensions and functions of achievement emotions with implications for developing engaging classroom learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01