Achievement goals, emotions, and failure tolerance: Path model of students' mathematics motivation
Article Sidebar
Main Article Content
Abstract
The purpose of this research paper is to decompose effect patterns comprising achievement goals, emotions, and academic failure tolerance in a single path model from a mathematics perspective. Teacher-education undergraduates from the College of Education of Bulacan State University, Philippines (N = 261) got via multistage sampling accomplished the self-report measures online: Achievement Goal Questionnaire, Achievement Emotions Questionnaire, and School Failure Tolerance Scale. Structural equation modeling was used to assess the research model. Results showed that the modified structural model indicators have good construct reliability, convergent validity, and discriminant validity, having an adequate fit, supporting several hypotheses. Findings showed that approach goals positively impact positive emotional pride, and negatively impact negative outcome emotions. Negative outcome emotions impact fear and discouragement after making errors on tasks they are trying to learn. Interpersonally defined avoidance goals yield low negative activity emotions. The path model offered a cleaner picture of the results.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
M. H. Cho, M. L. Heron, Self-regulated learning: The role of motivation, emotion, and use of learning strategies in students' learning experiences in a self-paced online mathematics course, Distance Education, 36(1) (2015) 80 – 99. https://doi.org/10.1080/01587919.2015.1019963
R. P. Perry, S. Hladkyj, R. H. Pekrun, R. A. Clifton, J. G. Chipperfield, Perceived academic control and failure in college students: A three-year study of scholastic attainment, Research in Higher Education, 46(5) (2005) 535 – 569. https://doi.org/10.1007/s11162-005-3364-4
J. E. Rowlett, Constructive failure in mathematics classes, Principal Leadership, 11(8) (2011) 36 – 39.
A. J. Elliot, A conceptual history of the achievement goal construct, In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation, 52 – 72, New York: The Guilford Press, 2005a.
A. J. Elliot, Competence and motivation: Competence as the core of achievement motivation, In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation, 3 – 12, New York: The Guilford Press, 2005b.
T. Goetz, F. Sticca, R. Pekrun, K. Murayama, A. J. Elliot, Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach, Learning and Instruction, 41 (2016) 115 – 125. https://doi.org/10.1016/j.learninstruc.2015.10.007
S. J. Chae, M. Kim, K. H. Chang, Longitudinal analysis of the effect of academic failure tolerance on academic achievement fluctuation in medical school students, Korean Journal of Medical Education, 28(1) (2016) 25 – 28. https://doi.org/10.3946/kjme.2016.6
S. Kim, N. Choi, The relationships between children's ego function and fear of negative evaluation affecting academic failure tolerance in early school age: Analysis by grade level considering sustainability of academic motivation, Sustainability, 12 (2020) 1888. https://doi.org/10.3390/su12051888
I. Brdar, M. Rijavec, D. Loncaric, Goal orientations, coping with school failure and school achievement, European Journal of Psychology of Education, 21(1) (2006) 53 – 70. https://doi.org/10.1007/bf03173569
S. L. Gable, Approach and avoidance social motives and goals, Journal of Personality, 74(1) (2006) 175 – 222. https://doi.org/10.1111/j.1467-6494.2005.00373.x
P. A. Gable, E. Harmon-Jones, Attentional consequences of pregoal and postgoal positive affects. Emotion, 11(6) (2011) 1358 – 1367. https://doi.org/10.1037/a0025611
L. J. Levine, R. S. Edelstein, Emotion and memory narrowing: A review and goal-relevance approach, Cognition and Emotion, 23(5) (2009) 833 – 875. https://doi.org/10.1080/02699930902738863
A.G. Ignacio, Students' viewpoints on mathematics courses in engineering: A basis for improvement, Asia Pacific Journal of Multidisciplinary Research, 4(3) (2016) 111 – 118.
A.G. Ignacio, J. D. Reyes, Exploring mathematics achievement goals using Kolb's learning style model, Asia Pacific Journal of Multidisciplinary Research, 5(1) (2017) 19 – 24.
L. Y. Jang, W. C. Liu, 2 × 2 Achievement goals and achievement emotions: A cluster analysis of students' motivation, European Journal of Psychology of Education, 27(1) (2011) 59 – 76. https://doi.org/10.1007/s10212-011-0066-5
M. M. Clifford, Failure tolerance and academic risk-taking in ten- to twelve-year-old students, British Journal of Educational Psychology, 58(1) (1988) 15 – 27. https://doi.org/10.1111/j.2044-8279.1988.tb00875.x
M. M. Clifford, F. C. Chou, K. N. Mao, W. Yun Lan, S. Y. Kuo, Academic risk-taking, development, and external constraint, The Journal of Experimental Education, 59(1) (1990) 45 – 64. https://doi.org/10.1080/00220973.1990.10806550
M. M. Clifford, W. Y. Lan, F. C. Chou, Y. Qi, Academic risk-taking: Developmental and cross-cultural observations, The Journal of Experimental Education, 57(4) (1989) 321 – 338. https://doi.org/10.1080/00220973.1989.10806514
S. Guha, J. Leonard, Motivation in elementary mathematics: How students and teachers benefit from computers, TechTrends, 46(1) (2002) 40 – 43. https://doi.org/10.1007/BF02772036
A. G. Ignacio, M. L. Santos, Assessment of student learning 1 (2nd ed.) Philippines: St. Andrew Publishing House, 2019.
A. Elliot, Approach and avoidance motivation and achievement goals, Educational Psychologist, 34(3) (1999) 169 – 189. https://doi.org/10.1207/s15326985ep3403_3
A. J. Elliot, & H. A. McGregor, A 2 x 2 achievement goal framework, Journal of Personality and Social Psychology, 80(3) (2001) 501 – 519. https://doi.org/10.1037//0022-3514.80.3.501
L. Linnenbrink-Garcia, M. M. Barger, Achievement goals and emotions, In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education, 142 – 161, Routledge/Taylor & Francis Group, 2014.
R. Pekrun, A social-cognitive, control-value theory of achievement emotions, In J. Heckhausen (Ed.), Advances in psychology, 131. Motivational psychology of human development: Developing motivation and motivating development, 143 – 163, Elsevier Science, 2000.
https://doi.org/10.1016/S0166-4115(00)80010-2
R. Pekrun, The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice, Educational Psychology Review, 18(4) (2006) 315 – 341. https://doi.org/10.1007/s10648-006-9029-9
H. Anttila, K. Pyhältö, T. Soini, J. Pietarinen, From anxiety to enthusiasm: emotional patterns among student teachers, European Journal of Teacher Education, 40(4) (2017) 447 – 464. https://doi.org/10.1080/02619768.2017.1349095
A. R. Artino, E. S. Holmboe, Durning, S. J. Control‐value theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64. Medical Teacher, 34(3) (2012) 148 – 160. https://doi.org/10.3109/0142159x.2012.651515
A. C. Frenzel, T. M. Thrash, R. Pekrun, T. Goetz, Achievement emotions in Germany and China, Journal of Cross-Cultural Psychology, 38(3) (2007) 302 – 309. https://doi.org/10.1177/0022022107300276
A. G. Ignacio, Explanatory cross-sectional analysis on achievement emotions in mathematics using achievement goal and Kolb's learning style frameworks, International Review of Social Sciences, 7(2) (2019) 100 – 111.
R. Pekrun, T. Goetz, A. C. Frenzel, Achievement emotions questionnaire - mathematics (AEQ-M). User's manual, Department of Psychology, University of Munich, Germany, 2005.
M. M. Clifford, Thoughts on a theory of constructive failure. Educational Psychologist, 19(2) (1984) 108 – 120. https://doi.org/10.1080/00461528409529286
A. L. Duckworth, P. D. Quinn, Development and validation of the short grit scale (Grit–S), Journal of Personality Assessment, 91(2) (2009) 166 – 174. https://doi.org/10.1080/00223890802634290
R. Pahljina-Reinić, S. Kolić-Vehovec, Average personal goal pursuit profile and contextual achievement goals: Effects on students' motivation, achievement emotions, and achievement, Learning and Individual Differences, 56 (2017) 167 – 174. https://doi.org/10.1016/j.lindif.2017.01.020
R. Pekrun, A. J. Elliot, M. A. Maier, Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance, Journal of Educational Psychology, 101(1) (2009) 115 – 135. https://doi.org/10.1037/a0013383
R. Puente-Díaz, Achievement goals and emotions, The Journal of Psychology, 147(3) (2013) 245 – 259. https://doi.org/10.1080/00223980.2012.683893
J. Ranellucci, N. C. Hall, T. Goetz, Achievement goals, emotions, learning, and performance: A process model, Motivation Science, 1(2) (2015) 98 – 120. https://doi.org/10.1037/mot0000014
A. R. Nicholls, J. L. Perry, L. Calmeiro, Precompetitive achievement goals, stress appraisals, emotions, and coping among athletes, Journal of Sport and Exercise Psychology, 36(5) (2014) 433 – 445. https://doi.org/10.1123/jsep.2013-0266
J. Kurman, The role of perceived specificity level of failure events in self-enhancement and in constructive self-criticism, Personality and Social Psychology Bulletin, 29(2) (2003) 285 – 294. https://doi.org/10.1177/0146167202239053
J. C. Ruthig, R. P. Perry, S. Hladkyj, N. C. Hall, R. Pekrun, J. G. Chipperfield, Perceived control and emotions: Interactive effects on performance in achievement settings, Social Psychology of Education, 11(2) (2007) 161 – 180. https://doi.org/10.1007/s11218-007-9040-0
J. F. Hair, W. C. Black, B. J. Babin, R. E. Anderson, Multivariate Data Analysis. United States: Pearson Prentice Hall, 2010.
A.G. Bluman, Elementary statistics: A step by step approach. New York: McGraw-Hill Companies,
Inc., 2009.
A. J. Elliot, K. Murayama, On the measurement of achievement goals: Critique, illustration and application, Journal of Educational Psychology, 100(3) (2008) 613 – 628.
https://doi.org/10.1037/0022-0663.100.3.613
L. Hayduk, L. Littvay, Should researchers use single indicators, best indicators, or multiple indicators in structural equation models? BMC Medical Research Methodology, 12(159) (2012) 1 – 17. https://doi.org/10.1186/1471-2288-12-159
C. Fornell, D. F. Larcker, Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18(1) (1981) 39 – 50. https://doi.org/10,2307/3151312
T. A. Brown, Confirmatory factor analysis for applied research, NY: The Guilford Press, 2006.
R. Pekrun, T. Goetz, A. C. Frenzel, P. Barchfeld, R. P. Perry, Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ), Contemporary Educational Psychology, 36 (2011) 36 – 48. https://doi.org/10.1016/j.cedpsych.2010.10.002