Association between Emotional Variables and School Achievement

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dc.contributor.authorRANDLER, Christoph
dc.date.accessioned2022-03-22T06:48:21Z
dc.date.available2022-03-22T06:48:21Z
dc.date.issued2009
dc.departmentİnönü Üniversitesien_US
dc.description.abstractRecent psychological studies highlight emotional aspects, and they show an important role within individual learning processes. Hereby, positive emotions were supposed to positively influence learning and achievement processes and negative ones do the contrary. In this study, an educational unit “ecosystem lake” was used during which achievement (three tests) and emotional variables (interest, well-being, anxiety and boredom; measured at the end of three preselected lessons) were monitored. The research question was to explore correlations between emotional variables and the learning outcome of the teaching unit. Prior knowledge was regressed against the subsequent tests to account for its confounding effect. Regressions showed a highly significant influence of prior knowledge on the subsequent measurements of achievement. However, after accounting for prior knowledge, a positive correlation between interest/well-being and achievement and a negative correlation between anxiety/boredom and achievement was found. Further research and interventions should try to enhance positive emotions in biology lessons to positively influence achievement.en_US
dc.identifier.citationRandler, C. (2008). Association between Emotional Variables and School Achievement . International Journal of Instruction , 2 (2) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5145/70088en_US
dc.identifier.urihttps://hdl.handle.net/11616/56808
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleAssociation between Emotional Variables and School Achievementen_US
dc.typeArticleen_US

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