Moderating effect of learning enjoyment on the relationship between learning self-efficacy and emotions among university students
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Date
2016
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Młodzi Naukowcy
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Abstract
The aim of this study was to examine whether learning enjoyment moderates the relationship between learning self-efficacy and emotions. Learning competences have two components: the first one is the knowledge and abilities how to learn effectively with subjective sense of learning self-efficacy, second involves positive attitude associated with drawing pleasure from learning. Emotions examined in the study had different valences and included love, happiness, anger, sadness, shame and fear. The sample consisted of 245 university students (151 women, 88 men, 6 people did not report gender). Mean age was M = 21.39 years (SD = 2.04). Valid and reliable psychometric tools were applied. Hypotheses were partially confirmed. Even though, learning enjoyment did not moderate the relationship between learning self-efficacy and positive emotions, the relationship between self-efficacy and positive emotions was the strongest when the high level of learning enjoyment was taken into consideration. What is more, learning enjoyment did not moderate the relationship between learning self-efficacy and negative emotions. The prospective implications of the results in the context of different learning attitudes and academic emotions are discussed.
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Citation
Balcerowska, Julia & Biernatowska, Adriana & Pianka, Luiza & Atroszko, Bartosz. Moderating effect of learning enjoyment on the relationship between learning self-efficacy and emotions among university students [w:] “Badania i Rozwój Młodych Naukowców w Polsce. Psychologia i socjologia”, red. nauk. Jacek Leśny, Jędrzej Nyćkowiak, Wydawca Młodzi Naukowcy, Poznań 2016, ISBN (wydanie online) 978-83-65362-72-8, s. 41-47.