Papers by Felicidad Villavicencio
The study tested the assumptions of the control-value theory of achievement emotions (Pekrun, 200... more The study tested the assumptions of the control-value theory of achievement emotions (Pekrun, 2006). The interactive effects of control-value appraisals and academic emotions on achievement were examined in 1345 engineering students. The Academic Emotions Questionnaire-Math (Pekrun, Goetz, & Frenzel, 2005) was used to assess how positive (enjoyment and pride) and negative academic emotions (anger, anxiety, boredom, shame, and hopelessness) moderated the relationships between control-value appraisals and trigonometry achievement. The Control-Value Scales (Pintrich, Smith, Garcia, & McKeachie, 1991) was used to assess control appraisal (self-regulation, self-efficacy, and control beliefs) and value appraisal (task value, intrinsic goal, and extrinsic goal) in predicting achievement (final grade and test scores). Results showed that positive emotions and control-value appraisals positively predicted achievement, but negative emotions and extrinsic goal negatively predicted achievement. Positive emotions exerted enhancing moderated effects but negative emotions exerted buffering moderated effects. Results suggest that the relationship between control-value appraisal and achievement is strengthened for students with high levels of positive emotions as opposed to those with lower levels of positive emotions, but weakened for students with higher levels of negative emotions as compared to those with lower levels of negative emotions. Thus, the influence of control-value appraisals on achievement is facilitated or inhibited depending on the level of academic emotions
The study tested the assumptions of the control-value theory of achievement emotions (Pekrun, 200... more The study tested the assumptions of the control-value theory of achievement emotions (Pekrun, 2006). The interactive effects of control-value appraisals and academic emotions on achievement were examined in 1345 engineering students. The Academic Emotions Questionnaire-Math (Pekrun, Goetz, & Frenzel, 2005) was used to assess how positive (enjoyment and pride) and negative academic emotions (anger, anxiety, boredom, shame, and hopelessness) moderated the relationships between control-value appraisals and trigonometry achievement. The Control-Value Scales (Pintrich, Smith, Garcia, & McKeachie, 1991) was used to assess control appraisal (self-regulation, self-efficacy, and control beliefs) and value appraisal (task value, intrinsic goal, and extrinsic goal) in predicting achievement (final grade and test scores). Results showed that positive emotions and control-value appraisals positively predicted achievement, but negative emotions and extrinsic goal negatively predicted achievement. Positive emotions exerted enhancing moderated effects but negative emotions exerted buffering moderated effects. Results suggest that the relationship between control-value appraisal and achievement is strengthened for students with high levels of positive emotions as opposed to those with lower levels of positive emotions, but weakened for students with higher levels of negative emotions as compared to those with lower levels of negative emotions. Thus, the influence of control-value appraisals on achievement is facilitated or inhibited depending on the level of academic emotions
The Asia Pacific Education Researcher, Oct 3, 2011
The study tested the control-value theory’s (Pekrun, 2006; Pekrun, Goetz, Titz, & Perry, 2002... more The study tested the control-value theory’s (Pekrun, 2006; Pekrun, Goetz, Titz, & Perry, 2002) assumptions regarding the cognitive-motivational effects of emotions on achievement. Specifically, the link between critical thinking and achievement was examined among 220 engineering students. The Academic Emotions Questionnaire (Pekrun, Goetz, & Frenzel, 2005) was used to assess how specific negative academic emotions mediated the effect of critical thinking on achievement. 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.
Philippine Journal of Psychology, Apr 25, 2012
Consistent with motivational models of help-seeking and self-regulated learning, this study exami... more Consistent with motivational models of help-seeking and self-regulated learning, this study examined the predictive relationships of help seeking, help avoidance, self-efficacy, task value, and achievement in final grades. A total of 215 engineering students enrolled in algebra answered the self-efficacy and task value scales (Pintrich, Smith, Garcia, & McKeachie, 1991) and help-seeking/help avoidance scale (Marchand & Skinner, 2007). Results showed that self-efficacy and task value were positively correlated with final grades, but help-avoidance was negatively correlated with final grades. Help-seeking and self-efficacy were both positively correlated with task value. Regression analyses showed that self-efficacy significantly and positively predicted both final grades and task value. On the other hand, help-avoidance negatively predicted final grades. Discussion was focused on those circumstances that are related to help-seeking behavior by highlighting the important role that self-efficacy plays in students' academic help-seeking behavior, task value, and achievement.
Educational Measurement and …, 2010
... Determining the number of factors to retain in any EFA is a critical decision (Thompson, 2004... more ... Determining the number of factors to retain in any EFA is a critical decision (Thompson, 2004). According to the eigenvalue-greater-than-one rule, the number of factors is equal to the number of eigenvalues greater than one (Netemeyer, Bearden, & Sharma, 2003). ...
Emotions in Learning, Teaching, and Leadership, 2020
The Asia-Pacific Education Researcher, 2015
Psychological Studies, 2013
The study tested the hypothesis that negative academic emotions moderate the relationship between... more The study tested the hypothesis that negative academic emotions moderate the relationship between self-efficacy and achievement. The moderating effect of four negative academic emotions (anger, anxiety, shame, and hopelessness) was investigated in 1345 university students of trigonometry, who answered the Academic Emotions Questionnaire-Math
British Journal of Educational Psychology, 2013
Research has shown how academic emotions are related to achievement and to cognitive/motivational... more Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models, particularly with negative emotions. The study tested the hypotheses: (1) self-regulation and the positive academic emotions of enjoyment and pride are positive predictors of achievement; and (2) enjoyment and pride both moderate the relationship between self-regulation and achievement. Participants were 1,345 students enrolled in various trigonometry classes in one university. Participants answered the Academic Emotions Questionnaire-Math (Pekrun, Goetz, & Frenzel, 2005) and a self-regulation scale (Pintrich, Smith, Garcia, & McKeachie, 1991) halfway through their trigonometry class. The students' final grades in the course were regressed to self-regulation, positive emotions, and the interaction terms to test the moderation effects. Enjoyment and pride were both positive predictors of grades; more importantly, both moderated the relationship between self-regulation and grades. For students who report higher levels of both positive emotions, self-regulation was positively associated with grades. However, for those who report lower levels of pride, self-regulation was not related to grades; and, for those who reported lower levels of enjoyment, self-regulation was negatively related to grades. The results are discussed in terms of how positive emotions indicate positive appraisals of task/outcome value, and thus enhance the positive links between cognitive/motivational variables and learning.
Consistent with motivational models of help-seeking and self-regulated learning, this study exami... more Consistent with motivational models of help-seeking and self-regulated learning, this study examined the predictive relationships of help seeking, help avoidance, self-efficacy, task value, and achievement in final grades. A total of 215 engineering students enrolled in algebra answered the self-efficacy and task value scales (Pintrich, Smith, Garcia, & McKeachie, 1991) and help-seeking/help avoidance scale (Marchand & Skinner, 2007). Results showed that self-efficacy and task value were positively correlated with final grades, but help-avoidance was negatively correlated with final grades. Help-seeking and self-efficacy were both positively correlated with task value. Regression analyses showed that self-efficacy significantly and positively predicted both final grades and task value. On the other hand, help-avoidance negatively predicted final grades. Discussion was focused on those circumstances that are related to help-seeking behavior by highlighting the important role that self-efficacy plays in students' academic help-seeking behavior, task value, and achievement.
The study tested the control-value theory's (Pekrun, 2006; Pekrun, Goetz, Titz, & Perry, 2002) as... more The study tested the control-value theory's (Pekrun, 2006; Pekrun, Goetz, Titz, & Perry, 2002) assumptions regarding the cognitive-motivational effects of emotions on achievement. Specifically, the link between critical thinking and achievement was examined among 220 engineering students. The Academic Emotions Questionnaire (Pekrun, Goetz, & Frenzel, 2005) was used to assess how specific negative academic emotions mediated the effect of critical thinking on achievement. 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.
This study aims to develop and refine an instrument assessing teachers' emotions in teaching. The... more This study aims to develop and refine an instrument assessing teachers' emotions in teaching. The 120-item initial instrument was pilot tested from a sample of 547 teachers and the revised version was administered to a sample of 275 teachers. The dimensions of this construct were assessed through exploratory and confirmatory factor analyses. Confirmatory Factor Analysis was conducted to test the factor structure of the final version of the scale. The Emotionality in Teaching Scale (ETS) consists of five factors and 43 items which assess teachers' emotions in the context of teaching: Enjoyment, anger, boredom, guilt, and annoyance. The validity and reliability of this instrument in the two samples were found to be psychometrically adequate (Cronbach's alpha=.92 and .88). This scale was designed to assess teachers' emotions that may influence motivation and teaching performance.
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Papers by Felicidad Villavicencio