Predictive Validity of Achievement Goals for EFL University Students’ Attainment Emotions, and Academic Success
سال انتشار: 1402
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 72
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شناسه ملی سند علمی:
JR_EFL-8-2_003
تاریخ نمایه سازی: 21 شهریور 1402
چکیده مقاله:
The present study aimed at exploring the predictive validity of achievement goals for EFL university students’ attainment emotions, and academic success in the context of Iran. To this end, ۴۴۰ EFL university students responded to the relevant instruments. The results revealed that learners’ mastery-approach, mastery-avoidance, and performance-approach goals were significantly positively correlated with positive attainment emotions, and negatively associated with negative attainment emotions. Furthermore, EFL learners’ performance-avoidance goals were significantly negatively associated with their positive attainment emotions, and positively related to their negative attainment emotions. Additionally, EFL learners’ mastery-approach, performance-approach, and performance-avoidance goals were significant predictors of all attainment emotions, while EFL learners’ mastery-avoidance goal was a significant predictor of their hope, anger, and hopelessness. Besides, EFL learners’ achievement goals significantly correlated with their academic success. Finally, all achievement goals predicted students’ academic success, and also mastery-approach goal was the strongest predictor of students’ academic success. The results can benefit EFL teachers, and learners to grasp a better picture of the association between achievement goals and attainment emotions, and academic success of EFL students in the context of Iran.
کلیدواژه ها:
نویسندگان
فاطمه فضلعلی
Assistant Professor of TEFL, English Department, Farhangian University, Tehran, Iran
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