A1 Journal article (refereed)
The dynamics of motivation, emotion, and task performance in simulated achievement situations (2020)
Kiuru, N., Spinath, B., Clem, A.-L., Eklund, K., Ahonen, T., & Hirvonen, R. (2020). The dynamics of motivation, emotion, and task performance in simulated achievement situations. Learning and Individual Differences, 80, Article 101873. https://doi.org/10.1016/j.lindif.2020.101873
JYU authors or editors
Publication details
All authors or editors: Kiuru, Noona; Spinath, Birgit; Clem, Anna-Leena; Eklund, Kenneth; Ahonen, Timo; Hirvonen, Riikka
Journal or series: Learning and Individual Differences
ISSN: 1041-6080
eISSN: 1873-3425
Publication year: 2020
Volume: 80
Article number: 101873
Publisher: Elsevier
Publication country: United States
Publication language: English
DOI: https://doi.org/10.1016/j.lindif.2020.101873
Publication open access: Not open
Publication channel open access:
Abstract
This study aimed to examine associations between motivation, emotion, and task performance in simulated achievement situations. A group of sixth grade students (n = 190) completed an achievement task. Situational information on task value, success expectations, emotions, effort, task performance, and causal attributions was collected and information on subsequent academic achievement was obtained from school registers. The results showed, first, that high task value, high expectancy of success, and high positive emotions before a task contributed to a higher level of effort during the task. This, in turn, was related to better task performance. Second, high expectancy of success predicted increased positive emotions during the task, and these in turn, were related to better task performance. Conversely, high negative emotions during the task were related to poorer task performance. Third, high task performance was related to higher levels of effort, higher attributions of success to ability, and increased positive emotions after the task. Finally, both high task performance and attributions of success to ability were related to better subsequent academic achievement.
Keywords: psychology of learning; motivation (mental objects); study motivation; emotions; performance (coping)
Free keywords: motivation; academic emotions; task performance; achievement situations
Contributing organizations
Related projects
- The role of learning difficulties, temperament, and interpersonal relationships in early adolescents' academic adjustment: A multilevel and experimental study
- Ahonen, Timo
- Academy of Finland
- Students’ achievement strategies during the transition from primary school to lower
secondary school: Associations with motivation, temperament, executive function, and
academic buoyancy- Hirvonen, Riikka
- Academy of Finland
Ministry reporting: Yes
Reporting Year: 2020
JUFO rating: 2