Abstract
The general purpose of this study is to explore the role of class-related achievement emotions in the learning processes of education students enrolled in their introductory graduate-level research methods courses. Student class-related achievement emotions and perceptions of instructional relevance were collected at three points over the course of a semester. Descriptive statistics and repeated measures analyses were conducted to describe the change in emotions over time. Correlations and hierarchical regressions analyzed the relationships between emotions, relevance, and student cognitive engagement. Results are presented to discuss the moderating role of relevance on emotions in predicting subsequent course engagement.
| Original language | American English |
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| State | Published - May 2010 |
| Event | Poster session presented at the national meeting of the American Educational Research Association - Duration: Apr 1 2014 → … |
Conference
| Conference | Poster session presented at the national meeting of the American Educational Research Association |
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| Period | 04/1/14 → … |
Keywords
- Cognitive engagement
- Emotions
- Graduate level research methods courses
DC Disciplines
- Curriculum and Instruction
- Curriculum and Social Inquiry
- Educational Assessment, Evaluation, and Research
- Educational Methods