Effects of Value Beliefs, Academic Self-esteem, and Overgeneralization of Failure Experience on the Generation of Emotions and Attributions for Academic Performance

By Georgia Stephanou and Konstantinos Tatsis.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This study aimed to examine (a) the effects of students’ value beliefs, academic self-esteem and overgeneralization of failure experience (OG) on the generation of their attributions and emotions for unsuccessful and successful estimated mathematics performance in final school year exams, and on the generation of the impact of attributions on emotions for the same performance, and (b) the role of overgeneralization of failure experience in the formulation of the impact of academic self-esteem on attributions and emotions. The participants were 180 students (115 had successful performance, 65 had unsuccessful performance) of 8th and 9th grades, of both genders. The results from a series of hierarchical regression analysis revealed that (a) perceived high value, high academic self-esteem, and low overgeneralization of failure experience maximized the positive emotions for successful performance, and minimized the negative emotions for unsuccessful performance, (b) value beliefs, academic self-esteem and OG significantly influenced the attributions for performance, and the impact of attributions on emotions, and (c) the OG was a mediator factor of the effects of the academic self-esteem on attributions and emotions, particularly in unsuccessful performance, and (d) high value activated OG. The findings are discussed for their applications in education and future research.

Keywords: Academic Self-esteem, Attributions, Emotions, Overgeneralization of Failure Experience, Value Beliefs

The International Journal of Learning, Volume 15, Issue 11, pp.203-220. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.371MB).

Dr. Georgia Stephanou

Dr Lecturer in Cognitive Psychology, Department of Early Childhood Education, Univesrity of Western Macedonia, Thessaloniki, Greece

Georgia Stephanou got Master and Ph.D degrees form the Victoria University of Manchester, U.K. She is Lecturer in ‘Cognitive Psychology’ in the University of Western Macedonia, Greece. Her previous published research includes investigations on the cognitive, emotional and, recently, metacognitive factors that are related to academic achievement, on the interpersonal relationships within school and family, and on individual’s career development. She has been reviewer in Learning and Instruction, British Journal of Educational Psychology, and Scientific Annals of the Psychological Society of Northern Greece.

Dr. Konstantinos Tatsis

Lecturer, Department of Early Childhood Education, University of Western Macedonia, Greece

Konstantinos Tatsis teaches Didactics of Mathematics at the University of Western Macedonia and the University of the Aegean in Greece. He has graduated from the Department of Mathematics, University of Ioannina, Greece and obtained his Ph.D. in Mathematics Education from the Department of Primary Education, University of Ioannina. His research interests include the sociological and linguistic analysis of collaborative problem solving situations.

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