A systematic review of research on achievement emotions in China

Research output: Conference Papers (RGC: 31A, 31B, 32, 33)Posterpeer-review

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Author(s)

Detail(s)

Original languageEnglish
Publication statusPublished - 30 Nov 2017
Externally publishedYes

Conference

TitleWorld Education Research Association (WERA) Focal Meeting & the Hong Kong Educational Research Association (HKERA) International Conference 2017, WERA-HKERA 2017
LocationThe Education University of Hong Kong
PlaceHong Kong
Period30 November - 2 December 2017

Abstract

An increasing body of studies showed that emotions experienced in achievement and academic settings are highly associated with students’ motivation, self-regulated learning strategies and other learning outcomes. However, theoretical and empirical advances in this filed have been heavily generated from studies conducted in Western cultures. Seeking to link regional studies to international research advances and move forward to discuss implications of studies in this area to enhance student learning in Eastern cultures, this study aimed to review existing literature on achievement emotions in China by using a systematical approach. Specifically, the control-value theory of achievement emotions was employed as a theoretical framework to guide this systematic review. The theory provides an integrative theoretical framework that allows researchers and educators to analyze the antecedents (social factors), appraisal of control and values that may trigger both activity-related and outcome-related achievement emotions, and the effects of achievement emotions. Journal articles documented in Chinese Knowledge Resource integrated Database (CNKI) were selected according to the major research purpose of this study. In light of the control-value theory, we synthesize antecedents and effects of achievement emotions that have been tested in mainland China. The results showed that although the links between achievement emotions and other educational outcomes (e.g., motivation, academic achievement) have been tested in Chinese students, there are also notable differences between theories/measures and those that have been widely adopted and tested in Western cultures. Based on the internationally-recognised control-value model, we discuss future directions on achievement emotions in Chinese students and practical implications for classroom instruction and intervention.

Citation Format(s)

A systematic review of research on achievement emotions in China. / YANG, Lan; DONG, Yang.

2017. Poster session presented at World Education Research Association (WERA) Focal Meeting & the Hong Kong Educational Research Association (HKERA) International Conference 2017, WERA-HKERA 2017, Hong Kong.

Research output: Conference Papers (RGC: 31A, 31B, 32, 33)Posterpeer-review