Effects of Value Beliefs, School Ability Self-Perception, and Overgeneralization of Failure Experience on the Generation of Emotions and Attributions for Academic Performance

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This study aimed to examine (a) the role of students’ value beliefs, academic self- esteem (school ability) and overgeneralization of failure experience (OG) in the generation of their attributions and emotions, and the between them association, for mathematics performance in final school year examinations, and (b) the effect of OG on the impact of academic self-esteem on attributions and emotions. The participants were 180 students (115 had successful performance, 65 had unsuccessful performance), 8th and 9th grades. The results from a series of hierarchical regression analysis revealed that (a) perceived high value, perceived high school ability, and low overgeneralization of failure experience maximized the positive emotions for successful performance, and minimized the negative emotions for unsuccessful performance, (b) value beliefs, school ability perceptions and OG significantly influenced the attributions for performance, and the impact of attributions on emotions, and (c) the OG was a mediator factor of the effects of the academic self-esteem on attributions and emotions, particularly in unsuccessful performance, and (d) high value activated OG. The findings are discussed for their applications in education and future research.


Keywords: Academic Self-Esteem, Attributions, Emotions, Overgeneralization of Failure Experience, Value Beliefs
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Virtual Presentation in English
Paper: Effects of Value Beliefs, Academic Self-esteem, and Overgeneralization of Failure Experience on the Generation of Emotions and Attributions for Academic Performance


Dr. Georgia Stephanou

Dr Lecturer in Cognitive Psychology, Department of Early Childhood Education, Univesrity of  Western Macedonia
Thessaloniki, Greece

Georgia Stephanou got Master and Ph.D degrees form the Victoria University of Manchester, U.K. She is Lecturer in ‘Cognitive Psychology’ in the University of Western Macedonia, Greece. Her previous published research includes investigations on the cognitive, emotional and, recently, metacognitive factors that are related to academic achievement, on the interpersonal relationships within school and family, and on individual’s career development. She has been reviewer in Learning and Instruction, British Journal of Educational Psychology, and Scientific Annals of the Psychological Society of Northern Greece.

Dr. Konstantinos Tatsis

Lecturer, Department of Early Childhood Education, University of Western Macedonia
Greece

Konstantinos Tatsis teaches Didactics of Mathematics at the University of
Western Macedonia and the University of the Aegean in
Greece. He has graduated from the Department of
Mathematics, University of Ioannina, Greece and obtained
his Ph.D. in Mathematics Education from the Department of
Primary Education, University of Ioannina. His research
interests include the sociological and linguistic analysis
of collaborative problem solving situations.

Ref: L08P0022