Findings from a Pilot Study Examining the Positive and Negative Achievement Emotions Associated with Undergraduates' First-Year Experience

Autor/in	Allaire, Franklin S.
Titel	Findings from a Pilot Study Examining the Positive and Negative Achievement Emotions Associated with Undergraduates' First-Year Experience
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 23 (2022) 4, S.850-872 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allaire, Franklin S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025119881397
Schlagwörter	Undergraduate Students; Academic Achievement; Emotional Response; Positive Attitudes; Negative Attitudes; Student Motivation; Minority Group Students; Student Behavior; Success; Immigrants; Hispanic American Students; First Generation College Students; College Freshmen; Correlation + Suchen Sie Ihr Suchwort? Schulleistung; Emotionales Verhalten; Negative Fixierung; Schulische Motivation; Student behaviour; Schülerverhalten; Erfolg; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Studienanfänger; Korrelation
Abstract	Research shows that undergraduate students' achievement emotions are critical in determining motivation and success in higher education. This article reports on the results of a pilot study using the Achievement Emotions Questionnaire involving 10 (n = 10) mostly ethnic minority undergraduates at an urban 4-year university. In general, findings reveal increases in feelings of hope, hopelessness, and boredom as well as decreases in enjoyment throughout students' first-year experience. Students' positive and negative emotions impact their perceptions of both their classes and instructors and affect their motivation, on-task behavior, and academic success. These results also compare and show significant differences in the emotions associated with the first-year experiences of immigrants, Hispanic, and first-generation students as compared with their citizen, non-Hispanic, and nonfirst-generation peers, respectively. These findings paint an intimate portrait of the narrators' experiences and the impact that emotions had on their motivation and achievement during their first year in college. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01