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首页> 外文期刊>British journal of educational psychology >The role of academic buoyancy and emotions in students' learning-related expectations and behaviours in primary school
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The role of academic buoyancy and emotions in students' learning-related expectations and behaviours in primary school

机译：学术浮力和情绪在小学学生的学习相关预期和行为中的作用

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Background Academic buoyancy refers to students' ability to come through ordinary challenges they face in the academic context, and it can positively contribute to students' beliefs and behaviours in learning situations. Although buoyancy has been found to be related to positive academic outcomes, previous studies have not examined how buoyancy influences academic emotions in learning situations and how these emotions further affect students' learning-related expectations and behaviours. Aims This study investigated to what extent academic buoyancy predicts students' failure expectations, avoidance behaviour, and task-oriented planning in learning situations, and to what extent academic emotions mediate the effect of academic buoyancy on these expectations and behaviours. Sample A total of 845 Finnish students in the sixth grade of primary school. Methods Self-report data for academic buoyancy and academic emotions in the autumn semester and learning-related expectations and behaviours in the spring semester were analysed using structural equation modelling, controlling for gender, grade point average, and previous levels of learning-related expectations and behaviours. Results The findings showed that high academic buoyancy indirectly predicted lower avoidance behaviour, fewer failure expectations, and higher task-oriented planning via academic emotions. High academic buoyancy was related to high enjoyment and hope as well as low boredom and hopelessness, which further predicted low failure expectations. High hope and low boredom also predicted low avoidance behaviour, and high hope was associated with high task-oriented planning. Conclusions The findings suggest that academic buoyancy supports positive expectations and adaptive behaviours in learning situations through the regulation of emotions.
机译：背景学术浮力是指学生在学术环境中应对普通挑战的能力，它可以对学生在学习情境中的信念和行为做出积极贡献。虽然浮力被发现与积极的学业成绩相关，但之前的研究没有研究浮力如何影响学习情境中的学业情绪，以及这些情绪如何进一步影响学生的学习相关期望和行为。目的本研究调查了学业浮力在多大程度上预测了学生在学习情境中的失败期望、回避行为和任务导向计划，以及学业情绪在多大程度上中介了学业浮力对这些期望和行为的影响。对小学六年级的845名芬兰学生进行抽样调查。方法采用结构方程模型，控制性别、平均分数和之前的学习相关期望和行为水平，分析秋季学期的学业浮躁和学业情绪以及春季学期的学习相关期望和行为的自我报告数据。结果研究结果表明，高学业浮力通过学业情绪间接预测较低的回避行为、较少的失败预期和较高的任务导向计划。高学业积极性与高享受、高希望以及低无聊和无望有关，这进一步预示着低失败预期。高希望和低无聊也预示着低回避行为，高希望与高任务导向的计划有关。结论研究结果表明，学业浮力通过调节情绪支持学习情境中的积极期望和适应性行为。

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