ABSTRACT

Objective: The main purpose of this study was to examine the assumptions of the control-value theory of achievement emotions in the explanation of the relationship between positive achievement emotions and academic success.

Method: The study was conducted among 513 high school students (341 female) from two high schools in Zagreb, Croatia. Participants’ academic control, positive class- and learning-related achievement emotions (enjoyment, hope, pride), elaboration and rehearsal as learning strategies, and academic success were assessed in the research.

Results: Results showed that academic control directly and indirectly predicted academic success. Indirect paths via class-related enjoyment and elaboration, class-related pride and elaboration, and elaboration alone were significant, while in the context of learning-related emotions only the indirect path via learning-related pride was significant. These results suggest that learning strategies represent weak mediators in the relationship between class-related emotions and academic success. However, they are not mediators in the relationship between learning-related emotions and academic success, which is not in line with the theoretical assumptions.

Conclusion: The study showed some beneficial effects of positive achievement emotions for academic outcomes and therefore pointed to their importance in the academic setting.

摘要

目的：本研究的主要目的是检验成就情绪控制价值理论在解释积极成就情绪与学业成功之间的关系时的假设。

方法：该研究在克罗地亚萨格勒布两所高中的 513 名高中生（341 名女性）中进行。研究评估了参与者的学业控制、积极的课堂和学习相关的成就情绪（享受、希望、自豪）、作为学习策略的阐述和排练，以及学业成功。

结果：结果表明，学业控制直接和间接预测学业成功。通过与课堂相关的享受和细化、与课堂相关的自豪感和细化以及单独的细化的间接路径是显着的，而在与学习相关的情绪背景下，只有通过与学习相关的自豪感的间接路径是显着的。这些结果表明，学习策略在课堂相关情绪和学业成功之间的关系中代表了弱中介。然而，它们并不是学习相关情绪与学业成功关系的中介，这不符合理论假设。

结论：该研究显示了积极成就情绪对学业成绩的一些有益影响，因此指出了它们在学术环境中的重要性。