Students' Achievement Emotions in University Courses -does the Teaching Approach matter?

Jacob B, Hofmann F, Stephan M, Fuchs K, Markus S, Gläser-Zikuda M (2019)

Publication Language: English

Publication Type: Journal article, Original article

Publication year: 2019

Journal

Studies in Higher Education Taylor & Francis (Routledge)

Book Volume: 44

Pages Range: 1768-1780

Journal Issue: 10

DOI: 10.1080/03075079.2019.1665324

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.

Authors with CRIS profile

Barbara Jacob Lehrstuhl für Schulpädagogik mit dem Schwerpunkt Schulentwicklungsforschung und Experiential Learning Florian Hofmann Lehrstuhl für Schulpädagogik mit dem Schwerpunkt empirische Unterrichtsforschung Melanie Stephan Lehrstuhl für Schulpädagogik mit dem Schwerpunkt empirische Unterrichtsforschung Katharina Fuchs Lehrstuhl für Schulpädagogik mit dem Schwerpunkt empirische Unterrichtsforschung Stefan Markus Lehrstuhl für Schulpädagogik mit dem Schwerpunkt Schulentwicklungsforschung und Experiential Learning Michaela Gläser-Zikuda Lehrstuhl für Schulpädagogik mit dem Schwerpunkt empirische Unterrichtsforschung

Related research project(s)

Teacher and student emotions in higher education – does the teaching approach make a difference? (TSEmo) Oct. 2, 2017 - Oct. 31, 2018

How to cite

APA:

Jacob, B., Hofmann, F., Stephan, M., Fuchs, K., Markus, S., & Gläser-Zikuda, M. (2019). Students' Achievement Emotions in University Courses -does the Teaching Approach matter? Studies in Higher Education, 44(10), 1768-1780. https://doi.org/10.1080/03075079.2019.1665324

MLA:

Jacob, Barbara, et al. "Students' Achievement Emotions in University Courses -does the Teaching Approach matter?" Studies in Higher Education 44.10 (2019): 1768-1780.

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