Achievement emotions, epistemic curiosity, and graded performance of undergraduate students in English preparatory classes

Keywords: Graded performance, Epistemic curiosity, Achievement emotions

Abstract

The aim of the study was to examine the relationships between achievement emotions, epistemic curiosity, and graded performance regarding English courses of undergraduate students in English preparatory classes. Exploratory correlational design was adopted in the study. A total of 475 undergraduate students in English preparatory classes voluntarily participated in the study. The findings showed that graded performance regarding English courses was significantly and positively predicted by both curiosity as a feeling of deprivation and curiosity as a feeling of interest. The findings also showed that graded performance regarding English courses was significantly, yet negatively predicted by anxiety and boredom.

Downloads

Download data is not yet available.

References

Artino, A., Holmboe, E., & Durning, S. (2012) Control-value theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education. Medical Teacher, 34, 148-160.

Artino, A. J., & Stephens, J. M. (2007). Bored and frustrated with online learning? Understanding achievement emotions from a social cognitive, control-value perspective. Paper presented at the annual meeting of the Northeastern Educational Research Association, Rocky Hill, Connecticut, CT, USA.

Bağçeci, B. (2004). Ortaöğretim kurumlarında İngilizce öğretimine ilişkin öğrenci tutumları (Gaziantep ili örneği). Paper presented at the 13th National Educational Sciences Congress, İnönü University, Malatya.

Batumlu, D. Z., & Erden, M. (2007) Yıldız teknik üniversitesi yabancı diller yüksek okulu hazırlık öğrencilerinin yabancı dil kaygıları ile İngilizce başarıları arasındaki ilişki. Journal of Theory and Practice in Education, 3, 24-38.

Berho, D. L., & Defferding, V. (2005). Communication, culture, and curiosity: Using target-culture and student-generated art in the second language classroom. Foreign Language Annals, 38(2), 271-277.

Berlyne, D. E. (1954). A theory of human curiosity. British Journal of Psychology, 45, 180-191.

Berlyne, D. E. (1960). Conflict, arousal, and curiosity. New York, NY: McGraw-Hill.

Bridgeland, J. M., Dilulio, J. J., & Morison K. B. (2006). The silent epidemic: Perspectives of high school dropouts. A report by Civic Enterprises in association with Peter D. Hart Research Associates for the Bill & Melinda Gates Foundation.

Coleman, T. C. (2014). Positive emotion in nature as a precursor to learning. International Journal of Education in Mathematics, Science and Technology, 2(3), 175-190.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Los Angeles, CA: Sage.

Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101, 948-963.

Day, H. I. (1982). Curiosity and the interested explorer. Performance and Instruction, 21, 19-22.

Doğru, E., & Eren, A. (2016). Hayal etkinliklerinin İngilizce derslerindeki durumsal ilgi ve başarı üzerindeki etkilerinin incelenmesi. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Araştırmaları Dergisi, 2(2), 78-97.

Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing. London: Routledge.

Education First-English Proficiency Index (2016). Retrieved May 01, 2017, from http://www.ef.com.tr/epi/.

Eren, A. (2009). Examining the relationship between epistemic curiosity and achievement goals. Eurasian Journal of Educational Research, 36, 129-144.

Eren, A. (2011). Prospective teachers’ general epistemic curiosity and domain-specific epistemic curiosity: The mediating role of perceived instrumentality. In R. M. Teixeira (Ed.), Higher education in a state of crisis (pp. 163-183). New York, NY: Nova Science Publishers.

Eren, A., & Coşkun H. (2016). Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. Journal of Educational Research, 109, 574-588.

Educational Testing Service (2016). Retrieved March 24, 2016, from http://www.ets.org/s/toefl/pdf/94227_unlweb.pdf.

Field, A. P. (2009). Discovering statistics using SPSS. London: Sage.

Fowler, H. (1965). Curiosity and exploratory behavior. New York, NY: Macmillan.

Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York, NY: McGraw-Hill.

Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics - a “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22, 497-514.

Goetz, T., Frenzel, A., Hall, N., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology 33, 9-33.

Hidi, S. (2006). Interest: A unique motivational variable. Educational Research Review, 1, 69-82.

İlter, İ. (2016). The power of graphic organizers: Effects on students’ word-learning and achievement emotions in social studies. Australian Journal of Teacher Education, 41, 42-64.

Kang, M. J., Hsu, M., Krajbich, I., Loewenstein, G., McClure, S., Wang, J. T., & Camerer, C. (2009). The wick in the candle of learning: Epistemic curiosity activates reward circuitry and enhances memory. Psychological Science, 20(8), 963-973.

Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: Guilford Press.

Koru, S., & Åkesson, J. (2011). Türkiye’nin İngilizce açığı. The Economic Policy Research Foundation of Turkey. Retrieved from http://www.tepav.org.tr/upload/files/13297228036. Turkiye_nin_Ingilizce_Acigi.pdf.

Litman, J. A. (2005). Curiosity and the pleasures of learning: Wanting and liking new information. Cognition and Emotion, 19, 793-814.

Litman, J. A., & Jimerson, T. L. (2004). The measurement of curiosity as a feeling of deprivation. Journal of Personality Assessment, 82, 147-157.

Litman, J. A., Hutchins, T. L., & Russon, R. K. (2005). Epistemic curiosity, feeling-of- knowing, and exploratory behaviour. Cognition and Emotion, 19, 559-582.

Litman, J. A. (2008). Interest and deprivation dimensions of epistemic curiosity. Personality and Individual Differences, 44, 1585-1595.

Litman, J. A. (2010). Relationships between measures of I- and D-type curiosity, ambiguity tolerance, and need for closure: An initial test of the wanting-liking model of information-seeking. Personality and Individual Differences, 48, 397-402.

Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116, 75-98.

Lopez, M. G. M., & Aguilar A. P. (2013). Emotions as learning enhancers of foreign language learning motivation. Profile, 15, 109-124.

Nett, U. E., Goetz, T., & Daniels, L. (2010). What to do when feeling bored? Students’ strategies for coping with boredom. Learning and Individual Differences, 20(6), 626-638.

Özçetin, N., & Eren, A. (2010). The effects of perceived instrumentality and future time perspective on students' graded performance and attitudes regarding English class. International Journal on New Trends in Education and Their Implications, 1, 40-47.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.

Pekrun, R., Frenzel, A., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz, R. Pekrun (Eds.), Emotion in education (pp. 13-36). San Diego, CA: Academic Press.

Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531-549.

Pekrun, R., Goetz, T., & Perry, R. P. (2005). Academic Emotions Questionnaire (AEQ). User’s manual. Department of Psychology, University of Munich.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91-106.

Pintrich, P., & Schunk, D. (1996). Motivation in education: Theory, research and applications. Englewood Cliffs, NJ: Prentice-Hall.

Putwain, D., & Deveney, C. (2009). Examination performance using an expanded integrated hierarchical model of test emotions and achievement goals. Psychology Teaching Review, 15, 18-31.

Renner, B. (2006). Curiosity about people: The development of a social curiosity measure in adults. Journal of Personality Assessment, 87, 305-316.

Saracaloğlu, A. S. (1995). Üniversite öğrencilerinin yabancı dile yönelik tutumları. Buca Eğitim Fakültesi Dergisi,3(7), 73-91.

Serin, G. (2010). İlköğretim 7. Sınıf öğrencilerin fene karşı meraklarının incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7, 237-252.

Skinner E. A., Furrer C. J., Marchand G., & Kindermann T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-781.

Sorrentino, R. M., & Roney, C. R. J. (2000). The uncertain mind: Individual differences in facing the unknown. Philadelphia, PA: Psychology Press.

Spielberger, C. D., & Starr, L. M. (1994). Curiosity and exploratory behavior. In H. F. O’Neil Jr., & M. Drillings (Eds.), Motivation: Theory and research (pp. 221-243). Hillsdale, NJ: Lawrence Erlbaum.

Tamdogon, O. G. (2006). Creativity in education: Clearness in perception, vigorousness in curiosity. Education for Information, 24, 139-151.

Worde, R. (2003). Students’ perspectives on foreign language anxiety. Inquiry, 8, 1-15.

Yükseköğretim Kurulu (2007). Türkı̇ye’nı̇n yükseköğretı̇m stratejı̇sı̇. Ankara: Yükseköğretim Kurulu.
How to Cite
Elmalı Özsaray, A., & Eren, A. (2018). Achievement emotions, epistemic curiosity, and graded performance of undergraduate students in English preparatory classes. International Journal of Curriculum and Instructional Studies (IJOCIS), 8(1), 39-58. https://doi.org/https://doi.org/10.31704/ijocis.2018.003