The control-value theory of academic emotions by Pekrun (2006) contends that students’ emotional experiences in achievement-related situations have sources from the appraisals students make about the importance and value of academic tasks they engage in. The present study looked into Filipino students’ structure of academic emotions, as well as intrinsic and extrinsic motivation as antecedents of academic emotions, upon the assumption that students’ motivations are shaped by their appraisals of importance and value of schooling. Results showed that intrinsic motivation had a positive predictive utility on positive emotions but negatively associated with any negative types of emotions. Extrinsic motivation positively predicted negative emotions. The predictive utility of the specific dimensions of intrinsic and extrinsic motivation on academic emotions were also analyzed, and results supported most of the hypotheses.
hievement. Results showed that critical thinking was positively associated with achievement, but negative emotions (anger, anxiety, shame, boredom, and hopelessness) were negatively correlated with achievement. Anxiety and hopelessness were found to completely mediate the relationship between critical thinking and academic achievement. The results suggested that when students engage in critical thinking, their cognitive resources are used appropriately for the task to be completed, making them less anxious and less hopeless, thereby increasing their achievement.
exercise. Results suggested that student misconceptions about the technologies often undermine most of the learning benefits afforded by them. For teachers, this meant that some significant orientation at the beginning of courses needs to occur to reveal to the students what the learning technologies are for, and how students can benefit from a reflective and more strategic approach to their use.