Structural Relationship among Achievement Goals, Achievement Emotion, and Academic Engagement: Differences in Teachers' Autonomy Supports
Abstract
The purpose of this study was to investigate structural relationships of achievement goal orientation, achievement emotions, and academic engagement, especially focusing on the moderating effect of teachers' autonomy support in these relationships. With 306 elementary school students as subjects, this study found that the students who perceived teachers as highly autonomy supportive showed the higher mastery goal, performance-approach goal, and academic engagement, as well as higher enjoyment and lower boredom compared to the students who perceived their teachers as rarely autonomy supportive. In the high teachers' autonomy support group, mastery goal predicted high academic engagement through the higher enjoyment. In the low teachers' autonomy support group, mastery goal predicted high academic engagement through the higher enjoyment as well as lowered boredom. This group also showed that performance-avoidance goal predicted low engagement through the lowered enjoyment. The significant group differences in structural relationship were found in the effect of enjoyment on academic engagement, which was significant only in the low teachers' autonomy support group. Nevertheless students who perceived their teachers as rarely autonomy supportive were less likely to experience enjoyment, high enjoyment could compensate the negative effect of low autonomy support of teachers. This study showed that the students’ perception of their teachers' autonomy support could differentiate the effect of students' achievement goals on achievement emotion and academic engagement.
- keywords
- 성취목표지향성, 성취정서, 수업참여, 교사의 자율성지지, 다집단 분석, achievement goal, achievement emotion, academic engagement, teachers' autonomy support, multi-group analysis
Reference
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