Salāmat-i ijtimā̒ī (Dec 2020)
The Relationship between Goal Orientation and Cognitive Emotion Regulation Strategies with Positive and Negative Achievement Emotions among Students
Abstract
Background and Objective: Emotions play a significant role in the learning and achievements of students. The objective of this study was to determine the relationship between achievement goal orientation and cognitive emotion regulation strategies with positive and negative academic achievement emotions among students of Payame Noor University of West Azarbaijan Province in the academic year 2019-2020. Materials and Methods: This correlational study was conducted with participation of 391 undergraduate students (264 women and 105 men) of Payame Noor University of West Azarbaijan Province, who were studying in the first semester of the academic year 2019-2020, and were selected via cluster sampling method. Questionnaires of goal orientation and cognitive emotion regulation strategies and achievement emotions were used to collect data. Pearson correlation coefficient test was used to calculate the relationship between the variables and step-by-step regression test were used to examine the effect of predictor variables on the criterion variable. SPSS software version 24 was used to analyze data. Results: The goal orientation of the tendency orientation with the average (SD) 16.9 (4), the goal orientation of the avoidance function 16.6 (4.2), the goal orientation of the orientation function 17.1 (4), and compatible cognitive emotion regulation styles 59.2 (12.7), were positively associated with the score of positive achievement emotion 102.3 (20.6), P<0.001. They were negatively associated with negative progress emotion score 105.7 (29.9), P< 001. The score of incompatible cognitive emotion regulation styles with mean (SD) 41.1 (9.1) was positively associated with the negative achievement emotions 105.7 (29.9). Goal orientation of tendency dominance, compatible cognitive emotion regulation styles, and orientation function orientation explained 31.6% of the variable variance of students' positive achievement emotions. Also, the components of goal orientation of tendency dominance, incompatible cognitive emotion regulation styles and compatible cognitive emotion regulation styles explained 20% of the variance of variable of students' negative achievement emotions. Conclusion: The score of positive achievement emotions of students was positively and negative achievement emotions was negatively associated with the score of components of goal orientation including goal orientation of tendency dominance, goal orientation of avoidance performance and goal orientation of orientation performance. Also, the compatible cognitive emotion regulation styles were positively associated with the positive achievement emotions and negatively associated with negative achievement emotions. Negative achievement emotions were positively associated with incompatible cognitive emotion regulation styles.
