Academic Emotions, Motivation and Learning Strategies in Reading

Griva, A. (Anthi)¹, Filippatou, D. (Diamanto)², Dimitropoulou, P. (Panagiota)^3
1National and Kapodistrian University of Athens
²University of Thessaly, Department of Primary Education
³University of Crete, Department of Psychology

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

Academic Emotions, Motivation, Learning strategies, Reading, Pre-adolescence

Summary

In the field of educational psychology, one of the most important concerns is to examine the relationship between learning environment, psych-emotional and cognitive factors and their influence to students’ academic achievement. Within the theoretical framework of Pekrun’s Control-Value Theory, academic emotions and motivation are thought to influence students’ self-regulated learning, which in turn affects academic achievement. The aim of the present study was to examine which psycho-emotional and motivational dimensions could predict the use of learning strategies in reading, among 5th and 6th grade primary school students. The participants were 296 5th and 6th grade primary school students at the prefecture of Attica. They completed three questionnaires: (a) the Motivation for Reading Questionnaire, which consisted of three intrinsic motivation dimensions and four extrinsic motivation dimensions, (b) Achievement Emotions – Questionnaire for pre adolescence in class and assessment conditions and (c) Learning Strategies Questionnaire (surface, deep and lack of strategies). Regression analysis revealed different predictive psycho-emotional and motivational variables for learning strategies in reading for each grade. Academic emotions and motivation seem to predict learning strategies in 5th grade, while motivation appears to play the most important role in 6th grade. The findings are discussed in terms of their educational implications.

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